As a class teacher a vital role is to provide feedback to children in the moment and to ensure they are confident in their ability to participate within class activities. However, with a switch to remote learning at the start of the year, this was going to prove quite a challenge. As a result, it was agreed that the enquiry should focus on feedback provided to children remotely. This would be using the Microsoft Teams platform which is used across North Lanarkshire to provide teaching and learning during the period of time where children were not in school during the lockdown. It was a way to provide children with feedback which would encourage them to participate and build confidence within their literacy work, even though they are not in their usual learning environment. William (2016) suggests that children should be given feedback at regular intervals as a method to promote raising attainment and achievement as well as a way to promote inclusion. Continuous feedback and praise are a part of the daily routine within the classroom. It is anticipated that by providing feedback to children online it would encourage and promote engagement during an uncertain and unfamiliar period. Providing feedback to pupils is an important part of Assessment is for Learning (AiL) in order to assess their current achievement and to stimulate their next steps to further develop their learning (Black and William, 1998).
The aim of the practitioner enquiry was to identify if online interactions and feedback had a positive impact on improving children’s confidence within literacy work.