@TeacherToolkit

Ross Morrison McGill founded @TeacherToolkit in 2010, a simple Twitter account which rapidly became the 'most followed teacher on Twitter in the UK'. He is an award winning teacher and an experienced school leader and as @TeacherToolkit, curated this website you are now reading as one of the 'most influential blogs on education in the UK'. In 2015, he was nominated for '500 Most Influential People in the Britain' by The Sunday Times and one of the most influential in the field of education. He is the only classroom teacher to feature. He is a former Teaching Award nominee for 'Teacher of the Year in a Secondary School in London' and has also written 3 books on teaching. Read more here.

3 thoughts on “Verbal Feedback Experimentation

  • 16th May 2017 at 8:21 pm
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    Really interesting to hear you give feedback to the pupils, and I agree with the objective of the research in principle, however I think your action research may be biased. Your premise is that written feedback being the best form of feedback is a ‘myth’. Whilst this MAY be true, it means that you are in danger of getting a biased sample of participants who all want to prove that premise. Would it not be better to ‘investigate in order to be able define the most effective form of feedback’ which is more open? What would happen if, heaven forbid, written feedback WAS found to be the most effective form of feedback?!

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    • 16th May 2017 at 10:56 pm
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      Fair point – will aim to stay impartial. All schools will have two sample groups on both schemes of work. The plan is teacher A to offer ‘verbal feedback’ only and the other sample / teacher B to offer ‘written feedback’ as well as normal conversations with students. The concept is that teacher A will not mark any work other than provide verbal feedback for improvement.

      Reply
  • 19th May 2017 at 11:05 pm
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    Great, I look forward to reading the results.

    Reply

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