ABSTRACT
Most people find it frustrating, if they have done something, when they don’t get any feedback about it: you cook a meal and no one thanks you for it, or says it tasted nice; you perform in a play or concert and the audience remains silent at the end; you write a report and it is simply put in a drawer without comment. One of the most important elements in skilful teaching generally, not solely in explaining, is being able to act on signals and messages about how effectively or ineffectively pupils are learning. Knowledge of results, or ‘feedback’ as it is commonly termed, can and should influence each stage of an explanation. For example, suppose you have to explain to children about a field trip to see some interesting geographical and ecological features at a seaside location. The complete explanation might include:
geographical features rock formations, fossils, cliffs, erosion;
ecology marine life, shellfish, seaweed, fish, birds;
commercial aspects fishing, tourism, harbour, coastland farming;
safety matters dangers of cliff falls, drowning, being cut off by tide;
logistics and procedures of travel meeting points, food, times of departure and return, money needed, clothing;
educational processes purpose of visit, preparation in class, follow-up afterwards, assignments for pupils, books, paper or pens needed, photography, video-or tape-recording.
