What strategies were most likely to help Gerard’s students learn what they needed to learn?
What evidence did Gerard draw on?
Gerard drew on research by John Hattie and Helen Timperley about how to give effective feedback on writing in an English classroom. The feedback was timely because it was for work completed the previous lesson and came from the students’ own work.
What evidence did Gerard draw on from his own practice or that of his colleagues?
Gerard’s knowledge of students at Tamaki, and discussions with colleagues, identified that students liked working together and liked to talk about their work together. The students also trusted student ‘experts’ in the class and were happy to share their ideas and work. However, they did not enjoy being singled out to have their work critiqued and so when Gerard started the lesson using actual student work to exemplify common errors he observed across the class, he made sure he removed student names from the work. Students were able to work at their own pace correcting the errors and improving the language features used in the writing samples and then to self correct their work. Because the samples were available electronically, students could access them at any time.
Gerard's class - learning inquiry
Published on: 26 Oct 2012
This article by John Hattie and Helen Timperley from Review of Educational Research; pg. 81 Mar 2007; 77, 1; Academic Research Library, proposes a model to show how feedback can be used to enhance classroom teaching and learning.
