ABSTRACT
This chapter focuses on the teaching and learning structures which we believe give the best possible framework for feedback, in any direction, to be effective: Prior knowledge lesson starters, Sharing learning intentions, Co-constructing success criteria and The use of the stages of the SOLO taxonomy. Disconnects often occur when current understanding has not first been investigated. Students might not have remembered and therefore not deeply understood yesterday's learning, or, in the other direction, they might be able to demonstrate understanding beyond the teacher's expectation. One of the problems with focusing feedback only on success criteria in student writing is that we can find ourselves ignoring examples of excellence which do not match any of the success criteria. As with most subjects, there are mathematical learning intentions focusing on closed skills which need to be consolidated, over-learnt and placed eventually in our long-term memory.
