By Susan Askew
ISBN-10: 0203017676
ISBN-13: 9780203017678
ISBN-10: 0415237718
ISBN-13: 9780415237710
ISBN-10: 0415237726
ISBN-13: 9780415237727
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Extra resources for Feedback For Learning
Example text
But if you are in a situation with your family you can’t possible sit there and not be part of what’s going on. There were a lot more ideas than you would get in class. Dialogue, discussion and feedback 49 Q. Does this sort of conversation happen in lessons? No way. You are expected to behave differently in class. You have to sit up straight and wait for your turn with the teacher. (Year 10 Female) Theorists of group interaction differ as to how explicit and rational discourses should be for productive small groups (Cohen 1994).
With regard to written descriptions of why an answer was correct, we observed a comment for some creative writing, ‘Well written, lots of detail and good vocabulary’ and for science, ‘Good, you have carefully compared the two rocks’. These were in contrast to evaluative comments which were not accompanied by description, such as simply, ‘Well done’ or ‘Good’. Teachers used one child’s correct response to teach the class, by Teacher feedback strategies in primary classrooms 27 explaining to the whole class why the one child’s response was good.
It seems timely, therefore, that we continue to investigate ways in which we can challenge traditional marking practice and improve the ways in which we give feedback to children through the written word and the marks we make on their work. REFERENCES Ames, C. (1992) ‘Classrooms: goals, structures, and student motivation’, Journal of Educational Psychology 84:3, 261–271. Ames, C. and Ames, R. (1984) ‘Systems of student and teacher motivation: toward a qualitative definition’, Journal of Educational Psychology 76:4, 535–556.
Feedback For Learning by Susan Askew
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