According to AITSL (n.d), effective feedback strategies used within the classroom build a bridge between learning and assessment. Effective feedback is defined as any information given on learner performance relevant to learning goals or evidence of learning and can be given by the student, their teacher or their peers leading to changes in teacher or learner behaviour (AITSL n.d.). What is seen as ineffective in regard to feedback strategies, is any response which may provide students with a ‘fixed mindset’ which may lead to fear of risk or mistake making in future learning (AITSL n.d.). Instead, it is suggested that students are provided with feedback which creates a balance between where the student currently is and what they need to do in order to progress forward in their learning. Two separate models for effective feedback created by Hattie and Timperley (2007) and Black and William (2009) emphasise the importance of providing simple and specific feedback on a task, process and self-regulation level in order to improve student autonomy, increase effort and allow for students to utilise more effective learning strategies to reach their goals.

Throughout my placement I utilised a number of verbal and written strategies to provide feedback on student learning. Due to students being in their first year of schooling and having varying reading ability, I focused mainly on providing verbal feedback during group discussions as well as in independent working times. When providing this feedback to students, I ensured I used a positive approach by highlighting the children’s successes within their learning, possible next steps as well as areas for improvement where necessary. I ensured that the feedback given to each child was specific and reinforced their understandings. When addressing areas of improvement, I made sure to provide some strategies for how the student might target this area and supported them to work on reaching this goal, to avoid any students becoming frustrated or disinterested in the learning. I utilised a similar approach when administering written feedback by addressing student understanding of the task before suggesting areas of improvement or possible goals for next time. When providing feedback on the students 'Down by the bay' rhyming activity, I used both verbal and written forms of feedback on students learning by having individual discussions with students about what they had done well and what their next steps were before writing this feedback on their work. Having this written reminder on student work samples allowed for children to reflect on discussions had and be refresh their understanding of their next learning goals in sequential rhyming lessons. Through this feedback, students feel confident and capable in their ability to learn and are provided with effective strategies on how to consistently further their learning within the specific subject areas.

AITSL (n.d.) Spotlight: Reframing feedback to improve teaching and learning, accessed October 5 2020, https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight-feedback.pdf?sfvrsn=cb2eec3c_12

 Black, P & Williams, D 2009, ‘Evaluation and Accountability’ in Developing the theory of formative assessment, vol. 21, pp 5-31.

Hattie, J & Timperley, H 2007 ‘The power of feedback’ in ‘Review of educational research’, Vol 77, pp. 81-112.