What if we could help teachers deliver feedback more effectively?
Teachers dedicate significant time to refining their teaching methods, but how often do we delve into the nuances of feedback in the classroom? How does the art of feedback influence learning outcomes, cognitive development, and student success?
This exploration is at the heart of my new book, ‘Guide to Feedback, ‘ which is structured to provide a) theoretical insights, b) practical techniques, c) diverse educational case studies, and d) adaptable feedback templates.
Contribute to emerging research?
To date, I have gathered 15,000+ pieces of data – submitted by people like you – to offer one of the largest teacher databases on memory, questioning and (now) feedback. I invite you to >> share your views and experiences << in this extensive (open) database, gathering current formative feedback practice.
Understanding and application of feedback
The concept of feedback has roots deep in educational history, touching on philosophy, cognitive science, and pedagogy. One of my goals with ‘Guide to Feedback’ is to create one of the UK’s most comprehensive teacher databases, focusing on gaps in understanding and application of effective feedback methods – beyond traditional marking. If you want to read the backstory and how this has evolved, read: Taking Feedback into 2030s.
By sharing your experiences and challenges with feedback in the classroom, your input will contribute to refining teaching practices across a wide range of diverse settings. The insights gathered will highlight critical areas for professional development for teachers at all career stages.
‘Guide to Feedback’ extends our discussions, delving deeper into the influences of feedback, its many incarnations, linking theoretical understanding with practical classroom application.
I will publish your anonymised contributions and the entire dataset in Spring 2024 …