When good feedback looks like direct teaching (Lessons in Feedback 7)

#28daysofwriting Day 12

The problem with formative marking is that you can waste valuable minutes at the start of a lesson with children leafing through their exercise books to find the coloured comments of their teachers and make their own written response. This time could be spent teaching.

I’ve found that some of my best lessons have been when I’ve done some cursory marking of a set of work to assess the understanding of the children. I’ve then put the books into piles – rough groups to start the next lesson. I’ve then directed my teaching to each of these groups so that they are all working on their next steps during the lesson.

I’m not sure which of these approaches is more effective, I’m just aware that formative marking can take an awful lot of time and then be an excuse to do less direct teaching.

Maybe I need to do some action research to delve into this further.

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