Feedback: How to do it effectively and why you should
As educators we all understand the importance of giving feedback, however, how often do we stop to consider its impact and effectiveness? Our verbal and non-verbal cues continually influence student behaviour, and yet, can we be sure they're receiving the right messages? First thing's first, do you know the difference between ' ego involved ' and ' task involved ' feedback? If you're anything like me, you're a creature of habit and offer phrases given to you in your childhood and schooling years. I often find myself saying things like 'good boy/girl', 'well done' and 'great job', for no reason other than habit. While these remarks might make a child feel good in the short term, we need to be aware that these comments have no impact, and sometimes even a negative impact, on learning. Formative assessment expert and researcher Dylan Wiliams refers to these comments as 'ego involving feedback,' being that they