Feedback Strategies In Early Years

Initial research idea, question or hypothesis:
What feedback strategies are the most effective for students in early years?
Additional learning outcomes:
Gaining better observational skills will lead into being more familiar with the teaching environment.
Learning more about feedback strategies as well as reaching an effective feedback for early years will improve the students’ performance and will lead to a better students’ achievement.
Introduction:
‘The essence of being an effective teacher lies in knowing what to do to foster pupils’ (Kyriaco, C. , 2007,p.1). According to Pollock J., ‘The hinge factor of improving student learning in schools is feedback’ (Pollock J., 2011). Giving an effective feedback based on the correct strategies is

Brookheart defined feedback from the students point of view as ‘Somebody cared enough about my work to read it and think about it’ (Brookhart, S., 2008, p.1). We all remember in our early years as students, how we used to finish our class work quickly waiting to show it to the teacher and waiting for the lovely look and smile she has when she feels satisfied with our work on the other hand we all remember that look of dissatisfaction a teacher used to give us at times and how we thought in our head of ‘What did I do wrong?’. Being a teacher with these memories inside makes teachers so eager to give an effective feedback and sometimes even disappointed if they don’t feel they can pass it to the students. ‘Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative.’ (Hattie J. and Timperley H., 2011). Especially at young age, the need for feedback is incomparable. Through teaching practice 1 and 2, it has been noticed how most students know exactly what they should do, but when it comes to showing it in their written work, they don’t stick to what they should do which results in a low quality

stated that the keys to effective feedback are: ‘goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.’ (Wiggins, G., 2011). These characteristics are widely agreed upon. Dr. Watson G. talked in his video on youtube about what he thinks are the four main aspects of a good feedback taken from his experience with his students as well as his own experiences. He said that the first of all, feedback should be specific, so instead of correcting with the red mark every single mistake, we should look for one specific goal and correct according to it. Secondly , it should be actionable, which means highlighting what can be different instead of what’s wrong. Thirdly , it should be timely, as it should be immediate and frequent. Finally, should be respectful, as the teacher should search at least for one concrete good thing that the student have before talking about what he needs to improve as well as choosing a respectful language. (Watson G.,