There are very practical reasons for adopting whole-class feedback as a school-wide approach: it reduces teacher workload, focuses the attention of teaching to being responsive to student need, and enables all to think about small-step development for their whole class (for further reading, see blogs by Daisy Christodoulou, Jamie McNamara as well as Hattie and Clarke’s 2018 book Visible Learning: Feedback).
But as teachers and leaders, we must never be pure pragmatists; we must also consider both evidence-based principles and the views of our students when making strategic decisions.
In this article, I will briefly summarise some of the research into effective feedback, describe our strategy for whole-class feedback, and then draw on the experiences of my talented colleagues to discuss how this is being developed in practice.
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