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Feedback is the buzz-word and, as with most things, it is not being reinvented, but constantly readapted. In recent years, we see more formal national approach. One can become overwhelmed with the copious elements that need to be considered when feeding back to learners.
The key is to be clear a on what exactly you are feeding back on and how the ultimate goal will improve the individual child's learning. Feedback provides students with an evaluation of their work, either written or oral. It can be descriptive, but needs a clear layout in order to channel learners to focus on specific areas. It is important for students to establish clear goals in order to feed forward (use these evaluations to inform next steps). Feed forward gives learners a clearer idea of areas in need of development, which is crucial in goal setting. This is central to successful learning.
The attached template provides a useful tool for use with students to create an individualised learning chart. It includes visuals to understanding, important for EAL learners. The student is able to see areas that have improved and the learning goals to be worked on.
Assessment is a natural and integral part of effective teaching, with teachers continually assessing learner progress and identifying next steps for teaching and learning (DfE, 2020). Teachers assess learners for multiple reasons but one of the most pressing tasks for teachers is to assess their newly-arrived EAL learners’ level of English proficiency.
Many refugee learners arrive at their new school carrying far more than a backpack - they may also carry experiences of trauma, loss, and uncertainty. Their journey to the school gates might have come after experiences of war, separation from family members, or long periods without education. While schools cannot erase trauma, they can provide safety, stability, and belonging. For such learners, school becomes the first place where life and routine begin to feel predictable again.
Whilst reading a book on reclaiming childhood ('Their name is today' by Johann Christoph Arnold) the chapter on 'learning differences and how to cater for them' triggered thoughts on teaching differences. At the end of the October article it was mentioned that EAL teaching should be evaluated in a different way due to the very nature of the subject and I shall try to clarify why.