Skip to main content

Feedback to the future–how do we make feedback better? #tlt14 musings

23471417_51751f5c08_o

I’m often asked how do we make feedback better?  Frustratingly, the answer has been around for a while and it’s just logistics that are getting in the way.  Consider the ill guided Tristram Hunt:

 

image

He certainly received a huge amount of feedback after his idea.  I swear I forget what it was now though……

Thing is, I remember being part of the SSAT Developing Leaders cohort D, or whatever it was called, and being told by Alan November that we were failing our children, that they can receive loads of feedback online through  blogs.  John Davitt echoed this.  Frustrating because this is a long time ago, at the very early stages of my teaching career.  And yet, children still write in paper books that lock away learning.

The way forward is to use technology to capture learning artefacts.  Of course, continuity Gove or someone at the ministry needs to overhaul the exam system, but that doesn’t mean we have to wait.  For example, in my own subject, Geographical Information Systems has been in the curriculum for around 10 years however, departments can dodge it because it can only be examined through screenshots and a paper based exam system.  The decimation of Controlled Assessment (something I consider to be excellent when properly done) compounds this issue.  School are failing to develop the geographical information analysts of the future (geospatial data being one of the fastest growing job sectors, and geography graduates amongst the most employable).  Madness.

The answer?

  • OneNote has been around for years and enables teachers to records audio feedback at specific points in student work.  The software allows work to be organised just like an exercise book.  Only shareable and able to integrate with most media.
  • Google Docs has been used for years to allow students to collaborate and to share their work with teachers so feedback can be given.
  • I’ve (along with other colleagues) been using slideshare, youtube and twitter to develop feedback mechanisms for years and years.
  • Emails from students coupled with the Comments feature in the Office suite allows quick feedback at any time (and no, I’m not advocating being available to learners 24/7).

Technology already allows us to recreate the campfire.  I’m from an outdoor education background and the real learning and reflection comes at the end of the day.  The simple plan, do, review cycle culminates by talking over the day and ‘washing up’ the learning before planning the next.  This could be over a camping stove, the water cooler or photocopier. How many campfire moments do we provide so that students can reflect and give feedback?

The future of workload freeing feedback?  It’s been around for at least ten years.  The problem is perhaps an unwillingness or inability to capitalise on it.

 

Photo Credit. Used under a CC licence from Flickr.

Comments

Popular posts from this blog

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment is not always conducive to profound

The danger of Teaching and Twitter conversations: poorly formed bipolar arguments.

Sometimes in life, there really are only two options.  Get the wrong one and you can look like a muppet.  Take this useful sign for the toilets in Morocco.  I successfully navigated it, choosing the right option.  The result? No egg on my face.  As a mountain leader, there are many right or wrong decisions that I’ve faced, as there are all over life.  It’s not a good idea to let inexperienced young people walk themselves down Snowdon.  They may die or be seriously injured.  If someone is showing the signs and symptoms of hyperthermia, you need to treat it fast in a specified way.  There is no real arguing with this sign: Other options are less obvious.  Take this sign recently spotted near to where I live: Now, I wouldn’t consider sleeping in a bin.  However, faced with a sub-zero night, I could see the appeal.  The danger? Being tipped into one of those huge lorries with a compactor. (by the way, I only really considered all of this thanks to questions from my four year old boy).

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words