Refining Whole-class Feedback
Research School Associate and science teacher Jody Chan explores changes she has made to post-assessment/homework feedback
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by Durrington Research School
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Following on from this introduction to self-regulation from Chris Runeckles, Marc Rowland explores how we can support students to become better self-regulated learners.
Focusing on recommendation six of the EEF ‘Metacognition and Self-Regulated Learning’ guidance report (see above), Marc focuses in on what he describes as the ‘exaggerated challenge of getting disadvantaged students to work independently during distance teaching’. Drawing on his experience of working with over 500 schools on their pupil premium strategy, he makes the point that the best strategy for closing the disadvantaged attainment gap is to improve these students as learners. Marc then goes on to explore the challenges to this that distance teaching presents and how we might support students with this.
You can listen to Marc’s talk below:
Marc has also written an excellent blog on this topic here:
‘Canaries Down the Coalmine – What Next for the Pupil Premium Strategy?’
The third and final post in this series looking at what teachers can do whilst distance teaching to support self-regulation, will be published on Friday of this week.
Research School Associate and science teacher Jody Chan explores changes she has made to post-assessment/homework feedback
A look into the role of non-maths teachers in developing students mathematical identities and perceptions
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