4.3.2

'In the Moment' Feedback

Study on Seneca

Complete the interactive activities in the Seneca app to work towards your CPD certificate.

'In the Moment' Feedback

Verbal feedback that occurs in the stages of knowledge acquisition and application is a powerful feedback tool.

Monitor during application stage

Monitor during application stage

  • When pupils are applying knowledge, circulate the room and monitor their performance towards the learning outcomes.
  • Use this opportunity to direct pupils - whilst they are in the moment - to enhance their learning and reduce misconceptions or mistakes setting in that you will need to rectify the following lesson.
  • When pupils are practising, we want to re-direct any errors ‘in the moment’ to reduce errors or misconceptions settling in that could be more difficult to reverse later.
Thought-provoking questions

Thought-provoking questions

  • Form thought-provoking questions that focus on the performance of the work and not that specifically of the pupil.
  • The following slides contain examples of question stems that could be used when circulating the room to monitor pupils' practice mode.
Example questions

Example questions

  • ‘Tom, that’s an excellent quote to support your point on how the character is portrayed in the play. Can you develop that further to specify why this quote supports your point...?’
  • ‘Lucy, I can see that you have made a point about a cause of globalisation. Can you develop the point to explain why it has contributed towards this concept….?’
  • ‘Ryan, can you give me an example of what you mean…?’
  • ‘Abigail, do you think you could support that point with a fact or several statistics…?’

Well done!

Thank you for completing our CPD course. We hope you've enjoyed it and that it has given you some ideas for your own classroom.

Jump to other topics
1

‘C’ - How Can Knowledge be Effectively Condensed?

1.1

'C' - Condense

1.1.1The Basics of Condensing Knowledge
1.2

Strategies for Condensing

1.2.1Condensing the PowerPoint1.2.2The Four Cogs to Expert Explanations1.2.3Cornell Notes
2

'R' - How do we Generate Reflective Learners?

2.1

Research on Memory

2.1.1Semantic & Episodic Memory2.1.2The Importance of Spacing Learning
2.2

Timings for Reviewing Previously Learnt Material

2.2.1How Long and How Often to Review Material
2.3

Strategies for Generating Reflective Learners

2.3.1BUG Twist2.3.2Low-Stake Spaced Quizzing
3

‘A’ - Using Assessment as a Responsive Tool

3.1

Formative & Summative Assessments

3.1.1The Problem of Assessing 'On' or 'Off' Track3.1.2Summative vs Formative Evaluation
3.2

Determining Whether Learning has Taken Place

3.2.1Proxies for Learning
3.3

Strategies for Assessing Student Learning

3.3.1Hinge Questions3.3.2Exit Tickets
4

'F' & 'T' - Precise Feedback to Feedforward

4.1

Giving Effective Feedback

4.1.1Creating an Effective Feedback Culture4.1.2Effectiveness of Feedback
4.2

Grades

4.2.1Research on Giving Grades as Feedback
4.3

Strategies for Providing Feedback

4.3.1The Language of Feedback4.3.2'In the Moment' Feedback

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The Language of Feedback