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The Sutton Trust recently released a report into what makes great teaching. One of the most interesting elements of the report was the effectiveness of feedback in improving teaching. Feedback has long been evidenced as an effective approach with struggling learners.
The report’s lead author, Prof Rob Coe of the University of Durham, highlighted a number of effective, evidence-based approaches to improve teaching. Some – like effective feedback – are exactly the same high-impact approaches that work with struggling learners.
Have you cottoned on to the importance of teacher feedback to improve learning? As John Hattie says: “When feedback is combined with effective instruction, it can be very powerful in enhancing learning.” (‘Visible Learning’ 2009)
However, some teachers may now be swamped with time-consuming methods to deliver that feedback and wondering desperately if all their efforts are worthwhile. The challenge with feedback is to get the balance right – enough to trigger pupil learning and engagement but delivered in a streamlined form that does not over-burden teachers (or pupils!).
Catch Up® has a pretty neat solution to providing effective feedback. The individual session sheet (which is used to structure each 15 minute Catch Up® session) has two small boxes at the bottom for comments and follow up. If used effectively, these boxes can enhance ‘learning through success’, which is key to the Catch Up® interventions.
Catch Up® is the working name of The Caxton Trust, a not-for-profit charity registered in England and Wales (1072425) and Scotland (SC047557) as well as a company limited by guarantee (03476510). Catch Up is a registered trademark.