
Feedback and the dangers of praise
Within the Model for Great Teaching, Element 4.4 Interacting underscores the importance of effective feedback—both feedback to teachers (to inform their decisions) and feedback to students (that [...]
Within the Model for Great Teaching, Element 4.4 Interacting underscores the importance of effective feedback—both feedback to teachers (to inform their decisions) and feedback to students (that [...]
When it comes to determining priorities for teacher professional development, the decision-making process is generally driven by: The priorities or guidance of school leadership; or [...]
Effective assessment for formative purposes provides key information that teachers and learners need. Like so much of what we do as teachers, feedback does not exist in a vacuum. It interacts [...]
Outside of a formal learning environment, we have lots of tools and interactions that provide us with feedback on a daily basis. Think about each of the following. What information does each [...]
The research evidence shows us that effective feedback is one of the most powerful tools that a teacher can have in their ‘toolbox’. But it also offers some cautionary notes… In more than a [...]
You can download the Great Teaching Toolkit Evidence Review for free via @EvidenceInEdu here 2366135.fs1.hubspotu… pic.twitter.com/Oj1Y…
The Assessment Lead Programme is a framework of CPD, resources & support to help improve the quality of assessment in your school. hubs.la/Q01jrDv-0
What can teachers do to avoid less effective feedback? Check out our latest blog on 'feedback and the dangers of praise'. #edublogshare hubs.la/Q01jrKhS0
@TPLTD Hi Terry. This is a reort from one of our student perception surveys. You can read more here: evidencebased.educat…
When asked the right questions, in the right way, student perceptions can be harnessed to offer an important source of information on pedagogical practices and the classroom environment. pic.twitter.com/xmSj…
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