The most striking point in this post was around feedback. Enser argues that we need to think about it differently if we are to improve our students’ outcomes.
How often have we written things like: ‘You need to explain your points more’ or ‘You need to add examples as evidence’ on a student’s work?
Enser states that this type of feedback is only effective if we believe that students have made a conscious choice not to include evidence, or to explain, for example. Instead, he advocates ‘feed-forwards’ and telling students in advance, through live modelling, what needs to be included.
Rather than showing a model of an exemplar essay, Enser believes in the benefit of live modelling and co-constructing with a group. He encourages teachers to ditch their PowerPoints, and follow the steps below:
- Create a clear success criteria as a class. What needs to be included?
- Plan for the errors that you anticipate students making. Write a list so you can explore these with students as you construct the response
- Live model the process showing how you overcome problems and avoid the pitfalls you’ve identified. Make sure that as you’re writing your model you state the thought processes that you’re going through.
- Don’t worry about finding the process hard, or making mistakes. Use these as a teaching point and show them the importance of reflecting on the process.
- Let students have a go on their own, or in groups, and gradually remove the scaffolding.