Feedback

To develop lifelong learners, the overarching goal of feedback should be to support the ability of students to self-monitor and self-regulate. However, not all feedback is equal.

It’s important to be sensitive as to why students are making spelling mistakes, rather than simply handing back work covered in red marker, language and literacy specialist Lyn Stone says.

We ask students to do it every day, but when was the last time you ventured out of your comfort zone to learn something new? Here’s what I learned from a Rubik’s Cube challenge.

Kate Perkins discusses the benefits of effective teacher-parent relationships, how to get reluctant parents involved in the classroom, and how to best manage parent-teacher interviews.

Dr Jasmine Green and Professor Andrew Martin explore adolescent motivation and engagement using personal best goal-setting and values driven action.

Last year Christine Cawsey and Dr Tony Loughland discussed five key questions around observing a class and giving feedback. Today, they return to the final three questions.

In our latest reader submission, Principal Christine Cawsey AM and Dr Tony Loughland of UNSW discuss key questions around observing a class and giving instructive feedback.

How often do you provide feedback to students? Now, how often do you ask for it? Student voice is at the heart of a push to build stronger teacher-student relationships at this school.

Associate Professor Jane Mitchell, Associate Professor Sara Murray and Jeffrey Larsen share a feedback strategy to encourage students to make a consistent effort in mathematics class, and to help them see a connection between their effort and achievement.

How a collaborative action research project between educators and academics is promoting a growth mindset in students and impacting on learning outcomes.