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DYLAN WILIAM
​"The first fundamental principle of effective classroom feedback is that feedback should be more work for the recipient than the donor"

​"Feedback functions formatively only if the information fed back to the learner is used by the learner in improving performance"


  • PROBLEM OF PRACTICE 1
  • PROBLEM OF PRACTICE 2
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What kinds of feedback are our students receiving? Is the feedback effective in enhancing learning and encouraging students to be self regulating and engaged learners?  Punchbowl PS, 2011
How are we using feedback and positive talk to build relationships that promote student engagement? Guildford West PS, 2014
WHAT ARE THE QUALITIES OF EFFECTIVE FEEDBACK?

​Feedback that successfully moves learning forward is:
  • written well (the micro view displays the characteristics of effective feedback),
  • serves an episode of learning for both the teachers and the student (the snapshot view gives a picture of learning) and
  • supports the next steps for improvement (the long view offers feedback points to future learning and helps students get there).

​From Moss & Brookhart, Advancing Formative Assessment and Formative Classroom Walkthroughs.  Read the full chapter below
SHIFTING FROM CORRECTING TO INFORMING
Picture
This is one of the best things you'll ever hear or read about feedback.  Dylan Wiliam explains the key principles.
Five tips in 3 minutes! This video tells you how to give good feedback.
© COPYRIGHT 2015. ALL RIGHTS RESERVED.
  • Home
  • Vaucluse PS Mathematics 2025
  • Instructional Rounds
    • IR Our Network
    • Steps in the IR Process
    • Steps in the IR Process No 2
  • Leading Change
    • Leading Professional Learning
    • Strategic Planning
    • Leading Curriculum
    • The Dilemmas of Assessment
    • Recent Research to Guide Impactful Teaching
  • Worthwhile Lessons
    • Scaffolding for Autonomous Learners
    • Engaging Learners Strathfield Nth 2022
    • Explicit, autonomous learners Old Guildford 2021
    • OGPS Follow UP
    • Rigour & High Expectations Burwood PS 2021
    • Enfield PS 2019 Challenge
  • Visible Learning
    • Strathfield North Round
    • Formative Assessment
    • Self-Regulated Learning
    • Feedback
  • Mathematics
    • Explicit Teaching BPS 2024
    • Worthwhile Maths Lessons BPS 2023
    • Maths Overview VPS 2023
    • Thinking Mathematically Enfield PS 2022
    • Rich Mathematical Tasks SNPS 2023 & 2024
    • Mathematics Old Guildford PS
    • Working Mathematically
    • Maths Engagement
    • Mathematics Conceptual Development
  • Active, Engaged Thinkers
    • Agency GEPS 2024
    • GEPS 2023 Agency
    • Deep Thinking OGPS 2022
    • Self-Regulated Learners
    • Student Talk GEPS 2020
    • Creative and Critical Thinking
    • Curiosity & Deep Thinking 2018
    • Engagement
  • English
    • The Teaching of Reading >
      • Reading Research Background
    • Writing to Learn
    • Enfield PS Writing 2024
  • Supporting learning
    • Explicit Instruction
    • Enfield Round
    • Inquiry Learning
  • Archives
  • Blog
  • Musings