it prevents feedback from becoming predictable and boring, but also because it promotes feedback from the status of simply ‘rounding off a task’, to in fact becoming the most important moment of the lesson because it is the opportunity to address students’ needs. So, for me now, planning the feedback stage is not only about thinking how best to make it fun and student-centred, but how to maximize this valuable opportunity for finding out what the students’ needs are and responding to them, and choosing the most appropriate feedback technique accordingly.
This meant that in class, we could just focus on the problem areas, and I already had a clear picture of how they had arrived at their answers, and I could help them to see the right answer more succinctly and clearly, by virtue of being able to plan that feedback in advance.
- Students throw a ball to nominate who should answer a question. See this video of my students in Dubai for an example.
- Teacher gives each student the answer for one of the questions. Students check their answers with each other by speaking to everyone in the class. See this video of my students in Dubai for an example.
- feedback has been Edmodo,Instead they posted their answers on Edmodo, and left comments for each other comparing their answers, and discussing how they reached their answer if their answers were different
- A list of different feedback techniques on Neil McMahon’s blog.