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What if everything you
knew about feedback was
wrong?
David Didau
What works?
Homework (Secondary)
How do you improve a school?
Cost per pupil
Effec
t Size
(pot
entia
l mon
ths
gain
)
£00
1.0
£1000
Meta-cognition
Peer tutoring
EY intervention
Digital technology
Parental involvement
Summer schools
After schoolIndividualised learning
Performance pay
Teaching assistants
Smaller classes
Ability grouping
Promising
Could be worth it
Needs careful
thought
Feedback
Phonics
1-1 tutoring
Feed
back
Met
a-co
gniti
on a
nd se
lf-re
gula
tion
Peer
tuto
ring
Early
yea
rs in
terv
entio
nHo
mew
ork
(Sec
onda
ry)
One
to o
ne tu
ition
Colla
bora
tive
lear
ning
Ora
l lan
guag
e in
terv
entio
nsM
aste
ry le
arni
ngPh
onics
Smal
l gro
up tu
ition
Beha
viou
r int
erve
ntion
sDi
gita
l tec
hnol
ogy
Socia
l and
em
otion
al a
spec
ts o
f lea
...Pa
rent
al in
volv
emen
tO
utdo
or a
dven
ture
lear
ning
Redu
cing
class
size
Sum
mer
scho
ols
Spor
ts p
artic
ipati
onAr
ts p
artic
ipati
onLe
arni
ng st
yles
Exte
nded
scho
ol ti
me
After
scho
ol p
rogr
amm
esIn
divi
dual
ised
inst
ructi
onTe
achi
ng a
ssist
ants
Hom
ewor
k (P
rimar
y)M
ento
ring
Aspi
ratio
n in
terv
entio
nsBl
ock
sche
dulin
gPe
rfor
man
ce p
ayPh
ysica
l env
ironm
ent
Scho
ol u
nifo
rmAb
ility
gro
upin
gRe
peati
ng a
yea
r
-0.4
-0.2
0
0.2
0.4
0.6
0.8
Average Effects
Approaches
Effec
t size
What the evidence tells us
It ain’t what you do
it’s the way that you
do it…
What didn’t work…
5
Risks for best betsAverage for best bets
Months progress0 1 2 3 4 5 6 7 8
Risks for good betsAverage for good bets
Months progress0 1 2 3 4 5 6 7 8
Risks for longer oddsAverage for longer odds
Months progress0 1 2 3 4 5 6 7 8
Risks for rank outsidersAverage for rank outsiders
Months progress0 1 2 3 4 5 6 7 8
What Hattie actually saysFeedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative.
Simply providing more feedback is not the answer, because it is necessary to consider the nature of the feedback, the timing, and how the student ‘receives’ this feedback (or, better, actively seeks the feedback)The Power of Feedback (2007)
Distribution of feedback effects
Kluger & DeNisi (1996)
Bjork on feedback
• Empirical evidence suggests that delaying, reducing, and summarizing feedback can be better for long-term learning than providing immediate, trial-by-trial feedback.
• Numerous studies—some of them dating
back decades—have shown that frequent and immediate feedback can, contrary to intuition, degrade learning.
Learning vs Performance (2013)
Performance
Learning
Warsaw is the capital
city of Poland.
Getting feedback right is hard
Response typeFeedback indicates performance…
exceeds goal falls short of goal
Change behaviour
Exert less effort Increase effort
Change goal Increase aspiration Reduce aspiration
Abandon goal Decide goal is too easy
Decide goal is too hard
Reject feedback Feedback is ignored Feedback is ignored
A-Z or Satnav?
Marking is not the same as feedback
Why do we mark?– To grade and summatively assess students’ performance– To correct students’ mistakes– To help students to improve their current level of
performance– For teachers to receive feedback from students about
how well they appear to be understanding the content being taught
– To motivate students to work harder– Because parents like it and students have come to
expect it– To prevent students from having to struggle or think– For accountability purposes (as a proxy for convincing
managers that you are a good teacher)
Proofreading
• Don’t write, draft
• Use a simple code (CSP Code)
• Don’t mark work that’s not proofread
• If it’s not excellent, it’s not finished
The Proofreading Code
“If it’s not excellent, it’s not finished!”
Capital lettersSpelling
Punctuation// - Paragraphs
? – doesn’t make sense
Demystifying spelling
Be-lie-veSep-a-rat-e
Govern+mentFebruary
Environment
AccommodationPractice/Practise
NecessaryRhythm
Onomatopoeia
No More Marking
• The problem with markschemes• What if you could give feedback
without marking books?• “There is no absolute judgment.
All judgments are comparisons of one thing with another.” Donald Laming
• nomoremarking.com Dr Chris Wheadon: nomoremarking.com
YES
YES
Have pupil annotated work, identifying errors and highlighting areas where feedback is required?
NO
Return work to pupil unmarked and insist that it
is annotated.
Are there any errors they have failed to spot?
NO
Return work to pupil and give them time to
correct errors & improve work.
Decide whether it is more appropriate to tell pupil what
mistakes they have made or probe their understanding with a
question.@LearningSpy
2014
Provide feedback on identified errors and highlighted work.
Feedback for clarification
Feedback must address ‘learned helplessness’ and provide evidence that goal can be
achieved by showing pupils that success is “up to me” and that “I can do something about it”.
Feedback must focus on task not on pupil so that
it addresses how they feel at having to work
harder.
YES
YES
YES NO
NO
NO
Return work to pupil unmarked and insist that it is
completed to a higher standard.
Do they need further clarification to correct misunderstandings?
Does pupil believe the goal
is too hard?
See clarification flowchart.
@LearningSpy 2014
Even though goal has not been achieved, has pupil worked hard to achieve it?
Feedback to increase
effort
Can pupils’ performance of understanding be increased?Consider whether task can be done in less time, with certain
conditions needing to be met, or marked against a more
challenging rubric in order to force pupils to make mistakes.
NO
Are they correct? How can the goal be presented as
more challenging?
YES
Does the pupil
believe the goal is too
easy?
YES
@LearningSpy 2014
Does pupil believe they can expend less effort?
Feedback to increase aspiration
Feedback of success is useless. Task must be redesigned so that
meaningful feedback can be given.
NO
NO
Is pupil willing to adopt a new, more challenging goal?
YES
Even though pupil has achieved the goal, is there capacity for them to improve further?
Key points
• Everything works, but what’s the ‘cost’?
• What’s stopping you investing in the ‘best bets’?
• Always remember, you might be wrong
There’s nothing good or bad but thinking makes it so.
@LearningSpylearningspy.co.uk
ddidau@gmail.com
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