R.I.S.E Feedback

2019 R.I.S.E process is a time for the staff members of St Christopher's to Record an aspect of our teaching that we feel could be enhanced, Immerse ourselves in observing our own practice, in order to Self-reflect and identify a weakness, to help build upon through a collaborative process within the Evaluate stage of the R.I.S.E cycle.

During term one we have been asked to focus upon an element of feedback; teacher to student feedback, peer feedback, self feedback or reverse feedback. I found selecting an area that I wish to narrow in on and identify as my weakness, the most challenging. Feedback within the learning process has proven results in improving students outcomes and when given correctly, helps guides the student in their own learning to assist with achieving their learning goals.

Within this R.I.S.E process, I decided to focus upon teacher to student feedback; and focus upon the students misconceptions within a mathematical Chance lesson from the previous day. With feedback I understand the value and need for students to receive feedback that is purposeful, relevant and timely to ensure there is time for the individual to use the feedback toward achieving the learning outcome.

After a discussion with my RISE partner Trish, collaborative we have created an overarching learning goal, with steps to help achieve the central goal.

To develop and implement teacher to student effective feedback:

• To develop student understanding of the purpose of feedback. (modelled by teacher to teacher feedback)

• Teacher modelling how to use effective feedback to enhance learning. (Implementing teacher to student verbal/written feedback)

• Develop plenary questioning to help student verbalise their learning and ways they can improve.

Future planning is to ensure that I develop a range of questioning within my plenary to develop students feedback, both peer to peer and self. Additionally by prior planning my questioning I can purposefully construct questions that reflect the learning intentions for the lesson, allowing student to identify and determine their own learning success.

From researching I have found TAG a resource that I would like to implement for peer to peer feedback, to assist with scaffolding questions and providing sentence starters to help student begin offering feedback.

I always enjoy the R.I.S.E cycle, it is a time for me to self reflect upon my own teaching and through collaboration develop my weaknesses to improve my teaching.