Page 9 - Whole School Pedagogical Practice Guide

GGHS' WHOLE SCHOOL PEDAGOGY -

PRACTICE 4

Sound lesson structures reinforce routines,

Effective Feedback scaffold learning via specific steps/activities.
They optimise time on task and classroom
Teacher to Student climate by using smooth transitions. Planned
Student to Teacher sequencing of teaching and learning activities

stimulates and maintains engagement by
linking lesson and unit learning.

BE AS SPECIFIC AS POSSIBLE

Provide learners with information on what exactly they did well,

and what may still need improvement.

Let the student know how their performance has changed or

improved since the last time you assessed them.

THE SOONER THE BETTER

Where possible give feedback immediately, rather than a few days

or, weeks later.

FORMAL FEEDBACK NEEDS TO BE ADDED TO

DAYMAP ASSESSMENT TASKS

it is required that feedback is added and released to students on

Daymap