EFFECTIVE WRITTEN FEEDBACK

Subject Learning Intention

Context

Success Criteria (What you need to do to achieve the learning

intention). These are planned, determine the teaching of the

lesson and are gathered from the children and written up just before

they begin work

ArtTo use line and tone

effectively

Sketching houses

Use straight lines to draw house Shade in front door

Houses must have 4 windows, a door, a chimney and a roof

PLANNING FORMATlearning objective

To use knowledge of inverse operations

context

• addition and subtraction• multiplication and division

success criteria• To switch numbers in number sentence

• To switch addition to subtraction and / or multipicaton to division

• To check that answers make sense using a calculator if appropriate

• To explain thinking using rules if possible

Teaching sequence inc. key questions and timings

What could missing number in sentence be? 1.2 + ? = 9.1 How do we know? What about ? x 15 = 18 What are the rules for this operation? (5 mins) Model and demonstrate with more examples (5 mins) Ask pupils to feedback in pairs (5 mins) Would these be written or mental strategies? Model solving word problem discuss strategies and sequences of problem solving. (10 mins)

independent activities

sen - (L2a) TA FOCUS GPWhat is the difference between 199 and 403... build up to a bottle holds 1 ltr of lemonade. Sam fills 5 glasses of 150 ml each. How much left?

la - (L3c - 3b) TEACHER FOCUS GP Would you use? activity 23.5 x ? = 176.25 How many cartons of juice costing 30p each can I buy for £2

ma - (L3a-4c)If 7 x 8 = 56 what is 0.07 x 8? Give other decimal facts that are linked to this multiplication fact. Pupils to feed back in plenary

ha - (L4b+)Pupils solve place value spider diagram problem and develop rules to test: 0.4-:-0.1=4 400x0.01=4 40x0.1=4 4000-:-1000=4

Plenary

Would you use a written or mental method to solve the following problem? 25.5 x 176.25? Explain your thinking

Pupils feed back from L3a-4c group

FEEDBACKThe most powerful single modification

that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’

Prof John Hattie, University of Auckland, Influences on student learning, August, 1999

SHAPE OF FEEDBACKopening sentence

linked to effort, progress,

resilience or attitude to learning

2 stars linked to the learning

intention /objective

A wish or a learning question

linked to the learning intention

or objective

WHAT THIS MIGHT LOOK LIKE...

Billy, you worked very hard to sequence

these decimal numbers and didn’t give up. Well done!

*I like the way you ordered numbers using the largest

number first*You remembered the value of each digit in the each decimal

number

Your next learning step is to apply this skill in

solving this word problem...

What is the largest decimal number you can make using the

digits 512?What is the smallest decimal

number you can make using the same digits?

Find the difference between the two numbers.

TYPES OF NEXT STEPS...

Knowledge next steps...

Can you describe the properties of square number

What will be the next square number in the sequence 4, 9, 16 ?

Skills next steps...Can you describe the rule or pattern

in predicting square numbers

Application next steps...

Can you use what you have learnt to solve this word problem...The totals of which 3 square

numbers, when added together, give you the sum of 115

Feedback

1. Praise determination, resilience and hard workAttitudes such as persistence, resilience, courage are arguably more accurate predictors of future

success than facts and knowledge are, so spot them, praise them and encourage them 

2. Refer to progress rather than abilityPraising ability or intelligence can lead to a fear of failure and personal fragility (Dweck, 1999) so

give feedback relative to the progress only 

3. Ensure your feedback and praise is credibleGive only credible feedback based on attitudes, skills and/or knowledge. Avoid giving undeserved

praise as this could undermine sincerity and credibility

EXAMPLES OF FEEDBACK

MARKING IN MATHS