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Formative feedback shows students what they’ve done well, where they need to improve, and how to adjust their learning strategies. Without it, they might not realize their mistakes or areas needing work.

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Focus on describing what you see in the piece of work and how well it works: “This example clearly shows your point.” If you do give feedback like “Good” or “Confusing,” explain why you think that.

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Link your feedback to the specific draft: “Can you explain more about XYZ?

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Bring the feedback back to if the learning intention was achieved or if success criteria was adhered to.

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Provides opportunities for revision and further learning

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Provides opportunities for revision and further learning

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Ask questions that help with deeper thinking. Avoid using words like “but” or “however” that make praise sound less positive. Ask students instead to revise, investigate, research or practice more of what the assignment is about.

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Reflective feedback that explains and examines the content.

Inquiring feedback that asks questions to encourage deeper thinking and applying ideas.

Suggestive feedback that provides ideas to improve the current draft.

Elevative feedback that encourages major revisions and creative new ideas.

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Teaching Toolkit Thursday - Giving Effective Feedback

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Welcome to Wexford Education Centre, Ireland

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When we have set our targets in our Student Support Plans, we must now intervene and try make progress to overcome difficulties. We will look at some evidence-based resources and examine when they might be useful and how we can use them most effectively in helping students with additional needs. Resources will be outlined, and their usefulness evaluated for different needs.
Presenter Biography- Annette Ormond, Grad Dip. SEN, M.Ed ASN.
I have been a primary teacher working in schools for the past nineteen years. I am a passionate lifelong learner and am currently completing a Masters in Educational Leadership through Waterford Institute of Technology and have just graduated with a degree in psychology from the Open University. I have completed many different courses in the area of educating students with Additional Needs and I have significant and varied experience in the area also from working in SET, Special class teaching, as a SENCO, and work with many different schools nationwide. I believe wholeheartedly in the difference we can make in the lives of people with many additional needs through our understanding and our knowledge. I worked with the Dyslexia Association of Ireland for eight years, as a tutor on the SNA course with UCD, and as a lecturer with Hibernia College on the Inclusion and Diversity module with the PME students. I was awarded the IATSE Testimonial and Award for excellence in Support Teaching in 2017 when studying in University College Dublin and the Louise Madigan Bursary Award for research in education in 2021. I worked as a member of the ILSA Executive Committee.

Course Details

Course Start Date / Time

20-05-2025 7:00 pm

Course End Date / Time

20-05-2025 8:00 pm

Capacity

300

Fee

Free

Select Hours

1

Location

Online Course

Please login to register for this event

Wexford Education Support Centre

Ionad Tacaíochta Oideachais Loch Garman

Milehouse Road, Enniscorthy, Co. Wexford

Local Buses and ample carparking available

Tel: 0539103353
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Access Officer Information

Our Access Officer, Lorraine O'Gorman is responsible for providing or arranging for assistance and guidance to persons with disabilities accessing services provided by Wexford Education Support Centre. Our Access Officer will act as a point of contact for people with disabilities wishing to access our services.

The contact details of our Access officer are as follows:

Lorraine O'Gorman

Director, Wexford Education Support Centre,

Milehouse Road, Enniscorthy, Co. Wexford.

Email:This email address is being protected from spambots. You need JavaScript enabled to view it.

Phone: 0539103353

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SEN Hour - Using Evidence-based Interventions to Teach Students with Additional Needs

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Using Evidence-based Interventions to Teach Students with Additional Needs When we have set our targets in our Student Support Plans, we must now intervene and try make progress to overcome...

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Use Clear and Simple Language:

Avoid complicated terms. Break down your feedback into short, easy-to-understand sentences that focus on one main idea at a time.

Break Feedback into Manageable Steps:

If the feedback is for a larger task, break it down into smaller, more manageable steps. Help the student understand which part of their work needs improvement and how they can improve it.

Provide Visuals and Examples:

Use pictures, diagrams, or examples to help explain your feedback. Visual aids can help students understand concepts more clearly.

Be Specific and Focused:

Instead of giving general feedback like "Good job," specify what exactly the student did well and what they can work on. For example, “You used great examples in your essay, but let’s try adding more details in your explanation.”

Provide Written and Verbal Feedback

Some students may benefit from both written and verbal feedback. Speaking with them about their work can help them understand your comments more fully and ask any questions.

Be Positive and Encouraging:

Focus on what the student is doing well before addressing areas for improvement. Positive reinforcement helps build confidence and motivation.

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"You’ve done a great job with [specific strength]; next, focus on improving [area for improvement]."

"I can see your effort here—try adding more detail to support your ideas."

"Your work is clear and well-structured. Could you expand on [specific point]?"

"Consider using [specific technique] to strengthen this part of your work."

"You’re on the right track! Now think about how you could make [specific aspect] even better."

"Great use of [specific skill]. Can you apply this to [other aspect]?"

"Let’s revisit the [criteria or goal] and see how you can align this section more closely with it."

"This is a strong start! How might you refine [specific section] to make it clearer?"

"You’ve clearly worked hard. Think about how [strategy/tool] could enhance your work."

"Nice effort! Let’s build on this by exploring [specific idea or skill] further."

"I really like how you’ve approached this task; could you try [specific improvement] to take it further?"

"Your progress is clear—what do you think could make this even stronger?"

"You’re showing great understanding. Let’s focus on [specific area] for your next step."

"This is solid work! Can you give me more detail about [specific point]?"

"Your creativity shines here. Could you add [specific idea] to enhance it further?"

"You’ve made a good start—what’s one way you could push this further?"

"I can see your thinking process here; let’s refine [specific aspect] together."

"You’ve improved a lot! What’s one thing you’d like to work on next?"

"Nice effort on [specific element]; now let’s explore [specific skill] to strengthen this."

"This is heading in the right direction! What additional steps could help you meet the goal?"