The research study was chosen by a mix of primary and secondary school probationer teachers. It will investigate what happens when teachers give children immediate verbal feedback of their work. As a group we discussed different issues we all have in our roles. However, together we all agreed that a common issue between us was feedback. We discussed that all of our schools used different formative assessment and feedback tools but some of us are unaware of how effective these methods are in supporting children’s learning. We feel that feedback is vitally important to ensure that all children have a growth mind-set and take feedback on board in order to raise attainment. William (2009) supports this as he believes that providing feedback moves learners forward. The General Teaching Council for Scotland (GTCS) states that engaging in a professional inquiry is about ‘promoting a process-led, capacity building, enquiring approach to professional learning and school development.’ This is what we aim to do through investigating how we can improve children’s learning through the verbal feedback we gave them.
We aim to see the results of giving children verbal feedback and to monitor children’s understanding of the feedback given for future learning. It is important that assessment is on- going on a daily basis and teachers use the evidence to provide feedback to learners whilst altering teaching and learning approaches to suit the needs of all learners whilst revisiting areas whereby children are not secure (Building The Curriculum 5, 2011). Therefore, we decided to implement a strategy to attempt to improve an issue and evaluate the outcome. I am intrigued to find out what happens when we carry this out with the children during class time and how children respond to this type of feedback. Another consideration was to create a target group of children from the lower SIMD deciles and in order to try raise attainment for these children.
The aim of this enquiry was to investigate what happens when teachers give children immediate verbal feedback.