The power of in-lesson verbal feedback
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The power of in-lesson verbal feedback book
This chapter unravels the many interwoven, mostly verbal feedback exchanges which take place, in the moment, during lessons. It begins by looking at the most significant research findings about feedback as it relates to the classroom experience, then focus on student to teacher feedback before teacher to student and students to each other. Our starting point is the importance of feedback happening, where possible, during the learning rather than after. There are many possible analogies which make this blindingly obvious, especially in the context of physical activity. In gauging how and when to give feedback, how often and how much, it is useful to see the results of various key studies around the theme of feedback. Self-efficacy is the term which describes the level of confidence we have in ourselves to reach our goals. High self-efficacious students are more likely to make more optimistic predictions about their performance after initial failure than after initial success.