One of the main ways in which teachers ‘give’ feedback to pupils is through follow-up questioning. This is sometimes the case in written feedback, but is particularly the case in oral feedback, as part of dynamic classroom teaching, in which feedback is folded into learning and is indistinguishable from the discussion and exploration of ideas. It... Continue Reading →
Number #4 in an occasional series of short posts about feedback, appearing in no particular order. In many schools, there is a literacy ‘marking code’ by which all teachers are meant to abide. Typically, spelling errors are marked with an ‘S’, punctuation errors with a ‘P’ and so on. Some of these codes are highly... Continue Reading →
Number #3 in an occasional series of short posts about feedback, appearing in no particular order. When I was 11 or 12, I did this piece of creative writing for homework. It's called ‘An Angry Traffic Warden’. This was the written feedback which I received: There was clearly a process here: the mark had... Continue Reading →
Number #2 in an occasional series of short posts on feedback, appearing in no particular order
Number #1 in an occasional series of short posts on feedback, appearing in no particular order
James Durran 