Feedback is vital if we are to improve so here are some top tips on giving effective feedback to others: Feedback is going to be effective if…

• It is descriptive rather than evaluative. By avoiding evaluative language, the receiver is less likely to respond defensively.
• It is specific rather than general. To be told – you did OK is less helpful than being told – “I especially liked the way that you waited for her to finish speaking and listened carefully to what she said”.
• It takes account of the needs of both receiver and giver of the feedback. Feedback which only considers the needs of the giver is not likely to be helpful to the recipient
• It is timely. Feedback is most useful when it is given as soon as possible following the observed event. This will of course depend upon the receiver’s readiness to hear.
• It is checked out with the receiver. It is important that the communication is clear and understood.
  The opportunity is given to the receiver to respond, or give further information/clarification.
• It is balanced in both quality and quantity, especially when there is both positive and negative feedback involved
• The person to whom the feedback is directed is invited to review and give feedback about the situation/issue first. This encourages the development of self-appraisal skills.
• The behaviour is controllable. Criticism of behaviour outside the control of the person is likely to be viewed as unfair and could give rise to feelings of resentment. Frustration may also be an outcome.
• It is future orientated, not backward looking. Whilst focusing on what went wrong, and why, may relieve your feelings, the objective is to get different behaviour in the future from the other person. Good feedback must focus on what to do rather than what was done.

Feedback is a way of helping someone to learn. It is designed to achieve a specific change in the individual’s behaviour in a way that will help them. Feedback is centred on the needs of the receiver, since otherwise it merely serves to relieve the feelings of the giver, at the receiver’s expense.

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‘High Impact, for low cost, based on extensive evidence’ – Education Endowment Fund

Coaching for Progress are delighted to be a launching a new Peer Tutoring training programme. The programme is a one day course where pupils will learn the skills to tutor, mentor and coach their peers in order to accelerate the learning of others and make better progress themselves.

Here is the feedback from yesterday’s launch with 20 Year-four and Five Pupils in North Somerset:

• I learned a lot about listening and being respectful and I learned how to coach somebody in real life. I really enjoyed it, thanks so much.
• It’s actually a really fun job to be a coach or a mentor as you can help other people get better and improve.
• I learnt to use positive body language and enthusiastic words
• I have learnt to be a good listener and role model

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1. 1) Feedback:
    
   Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim to (and be capable of) producing improvement in students’ learning. Feedback redirects or refocuses either the teacher’s or the learner’s actions to achieve a goal by aligning effort and activity with an outcome.
    
   Coaching for Progress is all about pupils working actively towards their goals and how they use feedback to improve their performance.
    
2. 2) Meta-cognitive and self-regulation:
    
   Meta-cognitive and self-regulation strategies (sometimes known as ‘learning to learn’ strategies) are teaching approaches which make learners think about learning more explicitly. This is usually by teaching pupils specific strategies to set goals, monitor and evaluate their own learning.
    
   Coaching for Progress is all about helping pupils thinking more carefully about themselves as learners. Our training is designed to help pupils set meaningful learning goals and then evaluate their own progress towards achieving these goals.
    
3. 3) Peer Tutoring:
    
   A range of approaches in which learners work in pairs or small groups to provide each other with explicit teaching support. In cross-age tutoring an older learner takes the tutoring role and is paired with a younger tutee or tutees.
    
   Coaching for Progress offers training for pupils to help them develop these skills effectively.

 
All the evidence backs up the work we do, Coaching for Progress offers improved outcomes for pupils based on evidence based research.

The post New Education Endowment Fund Toolkit Lists: Feedback, Meta Cognition & Self Regulation and Peer Tutoring as the Highest Impact Strategies for Raising Attainment appeared first on Coaching For Progress.