Feedback – how are you using it?

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During feedback for a recent observation, my observer and I discussed (in true coaching form) the way in which students use feedback in my lessons. Although students in my classroom do make good use of DIRT/green pen marking and other such AfL techniques, the point was that after an activity, what are students doing with the information that they  got 6/10 in a listening test, for example? How helpful is that information to me but most importantly to them? I have always just thought that because most of the class got most of the answers correct then it is fine to move on as ‘they’ve more or less got it’.But…what are they doing with the three or four answers that were incorrect? How are they closing that gap?

In response to this, I have come up with the following vocabulary sheet. This is specific to one situation but can be adapted; I think it would work well for listening activities.

How it is used:

  • Students fill in the test from English to TL, in silence without help.
  • If students finish before the allotted time, they can go through their test with a green pen and fill in the gaps using their books.
  • When students finish mark in green pen (so that they can see visually the words that the knew and those that they didn’t).
  • Ask students to complete a SMART target at the bottom that will be used as part of their homework e.g. “I will create a Quizlet.com set of flash cards that includes the green words from my test and revise them as part of my homework by the next lesson”.
  • N.B. I have included a list of vocabulary from throughout the whole topic which reinforces the spiral nature of learning.

Variations:

  • Include the common unknown words into your lesson planning.
  • Customise a test for each student on their unknown words in the next lesson.
  • Create a whole class resource (e.g. Quizlet) that students could use for homework and upload it to Firefly).
  • Ask students to write their words into a glossary in the back of the book, which they could use to ‘look, say, cover, write and repeat’.
  • Create a bank of common misconceptions that occur and use this to inform your scheme of work.

Below is the first version that I have created, please feel free to give feedback where you think it is appropriate e.g. examples of SMART style targets to guide students.

feedback sheet pic

Download a blank copy Vocab Evaluation Sheet. Please feel free to adapt and change it.

 

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