There is no single best approach in teaching. This new text challenges the idea that there is a ‘best way' to teach. Instead, the authors explain, a more pragmatic approach is required. Teachers need a range of skills and strategies to select from, work with and adapt. Every school, cohort, class and child is different. Beyond that, strategies that worked well with a class last week, may prove ineffective the next.
Chapter 7: Feedback
Teachers' Standard 6 – Make Accurate and Productive Use of Assessment
This section continues from the previous chapter and is designed to help you give pupils effective feedback, which can accurately target further improvement and secure rapid progress. However, like assessment, feedback overlaps with many other aspects of the standards, including the following.
- Appropriately challenging pupils, to promote their resilience, confidence and independence (TS1).
- Guiding pupils to reflect on the progress they have made and their emerging needs (TS2).
- Using subject knowledge to address common errors, misconceptions and misunderstandings among pupils (TS3).
- Understanding how a range of factors can inhibit pupils' ability to learn, and knowing how best to overcome these (TS5).
Imagine if you went to see a doctor who used their medical expertise to undertake a ...