 Hi everyone and many of you will be aware of the whole class feedback sheet where you know a stack of 30 books and to reduce that marking burden which drives every teacher crazy in schools across the world and I look through the 30 books and I annotate the sheet and then etymologically speaking the word assessment to sit beside I sit beside the children in my class and I provide them with the feedback I've written on this sheet this sheet is for me, not the students and and you know think of all the different types of students that you have in class. In class most classrooms have at least three groups at the students when you provide feedback go off and fly and the students need a little bit more script, a little bit more support and in the students that will always struggle. And then if we think of types of feedback, verbal written non verbal feed up feedback feed forward, there are many ways that we can work in our classroom so we're all familiar with this results, I'm going to take it a little bit further for you. When we asked students so number one here we are our ultimate goal as teachers to help children learn or to behave you know self regulating metacognition being aware of what I know about volcanoes and what I don't know about volcanoes. Number one, right kids in your books draw this volcano could you label the the sections of the volcano and then write a paragraph to describe how the volcano erupts and how the lava cools down in this grey zone so using research from Nicole and McFarland Dick 2007. This is a model and seven principles of good feedback and all this grey zone are what happens internally within the students that we don't necessarily see or observe in the lesson. You know kids cultural capital their motivations their strategies their knowledge their schema. I set a goal based on what Mr McGill's told me to do I select tactics and strategies that I have almost McGill gives me, and then I set my own goals based on what Mr McGills asked me to do this influences my cognition pain attention my motivation, my excitement and my focus my behavior and how I interact. Six, I observe this so in the lesson in the moment teachers are constantly evaluating verbal non verbal cues and many other things and then seven we use this data to reteach in the lesson. So in class assessment or outside the lesson to reshape our curriculum plans. So that's looking a little bit of theory but let's take this original resource whole class feedback a little bit further seven principles here's Mr McGill and McFarland Dick now some of you will be familiar 17 principles of Barrett Rosenstein published recently in just 10 to make it a bit more manageable. I would say the seven could be squeezed down to four. And so number one. Here's a great example. Let's do it this way I do we do you do. So four and five on the screen, I would argue that you could squeeze it into one I off you go kids here's a question well done Ross, have you thought about a instead of be. This is pretty much me facilitating self assessment, providing feedback, thumbs up thumbs down show me many whiteboards discuss for your partner. And share write it down all those retrieval practice methods, and that kind of positive feedback to encourage the challenge and support. But where all teachers focus their time energy and effort is on number six interventions in and out of the lesson, and then using all this data assessment to use it as a feedback look for planning the next lesson or even in the number seven. So it looks like so I've done a plan. It looks like this. So you might want to use this as a way of scripting your feedback to the class taking this original resource one step further back by this research. Number six, you look at this area in particular which pupils what intervention at what point of the intervention will be used time day location, which adults and what next and how you evaluate that impact. Now here's the resource I would like you to download and use it is get the right slide this one. Most teachers always use the word feedback but are we aware of feed up and feed forward. Now there's a great blog I'm just going to put it on the screen by john hefty published quite recently using his original work with Helen template in Power Feedback at visible learning. He kind of references a lot of duplicate research papers that may have influenced these original findings. So this new meta analysis published this academic year in 2020 looks at it a little bit further Here's the definition this is the blog the power of feedback if you want to read it but the resource using hatties findings and then come up with this resource, whole class feedback sheet. Now remember, there's two things you can use here one, be a better understanding of feedback. Number two, using this sheet to annotate those 30 books that I then use as a script to sit beside students. Here's what a good performance. Here's what a good one looks like. And then using it as feed up feed up is this is the actual status of your work Ross, compared to your target. That's feeding up to improve to reach that target to groups of students in your class feedback. This is your actual status of your work Ross this is your drawn of your volcano compared to where you were before. And let me explicitly explain the things that you've done or maybe ask yourself feed forward, explaining the target status based on the actual status so you know moderation exam. This is the grade C and this is the criteria and this is why it's a grade four or grade C, or whatever you're using in your classroom assessment. It's critical that teachers we become a bit more aware of feed up feedback and feed forward, and then you've got looking at missed opportunities misconceptions and then use this to influence your next lesson plan in your curriculum scheme. So this offers you something a little bit further to think about whole class feedback. Here is probably the original been well circulated online, looking at the research into metacognition and the principles of good feedback. This is now my take on using it as a feedback plan for your own curriculum planning, but then we're looking at the template so I'm getting my slides mixed up here. And reshaping whole class feedback for those three groups of learners kids that fly kids that need a little bit of script before they go off and do it and then the kids will all need a bit of support. And then also improving our own understanding of that feed up feedback feed forward mechanisms and hope it helps. And while we're at it, don't forget to check out the verbal feedback research I published in 2009. When it's structured and routine and we abandon some form of written feedback, the verbal feedback techniques have no detrimental impact on people's engagement, or indeed their outcomes, and it might just save your work in your mark and burden, and that workload issue that all teachers face. Anyway, thanks for watching and getting touching up any questions.