From our first enquiry meeting our group was passionate about real time feedback. We felt that we all had pupils in our class who lacked confidence and were anxious about completing tasks. We discussed ways in which we could support learners to increase motivation, confidence and perseverance in completing tasks. We highlighted that these were key factors in developing a growth mindset in our pupils. For Maclean (2003) pupil motivation and confidence can be impacted on, if feedback provides details on what went well and how pupils’ behaviour and skills have contributed to their success. Similarly, Dweck (2007) suggests giving feedback for the processes used, e.g. engagement and perseverance. In turn fosters increased effort, willingness, motivation and greater self-confidence.
The ethos in my school is such that we are breaking down barriers to learning through being trauma informed and using nurture to provide social and emotional support. Many children in my class require emotional, behavioural, developmental and social support. They require a safe, supportive and calm learning environment which encourages resilience. Brock and Hundley (2016) state that pupils can apply growth mindset feedback when they have a trusting relationship with their teacher. During my probation year I have made it a priority to create a safe, secure and trusting learning environment where pupils feel safe to learn and undertake learning opportunities.
Hattie & Timperley (2007) identify that feedback is one of the most powerful influences on learning and achievement. Our enquiry group collegiately agreed that we wanted to monitor the impact of real time or immediate feedback during the learning process. William (2009) identified that providing immediate feedback to pupils can move the learning forward. Similarly, Clarke (2014) states that the more immediate the feedback the better. Therefore, our enquiry wanted to explore and monitor the impact of real time feedback.
The aim of this classroom-based enquiry is to identify if real time feedback to pupils during literacy lessons increases confidence, engagement, motivation and attitude to learning.