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-provide concrete examples

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try to be patient to find time for some immediately repetitions.

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try to be patient to find time for some immediately repetitions.

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Underlining (rather than correting erros) is the best way to encourage the kind of reflection that leads to learning.

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-evaluate student understanding for more effective feedback

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find time both for formal and informal assessment;

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find time both for formal and informal assessment;

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-respect students diversity and teach them to respect each other

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Don't spend hours correcting learners' written work as learners may be demotivated by number of erros indentified.

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to make your feedback effective allow students to finish the work completely;

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to make your feedback effective allow students to finish the work completely;

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-choose a good place (comfortable and private)

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every critiria should be discussed and explained. And everything shoud be understandable for every student.

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-choose a good time (feedback should not be rushed)

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-help with difficult issues and development of personal skills

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find time for feedback before and after activities.

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find time for feedback before and after activities.

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Ensure that the learners understand what they are expected to do

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Ensure that the learners understand what they are expected to do

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The balance of success and failure is 50/50 (firstly praise, then give recommendations)

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The balance of success and failure is 50/50 (firstly praise, then give recommendations)

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you shouldn`t use the feedback as a judgement;

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you shouldn`t use the feedback as a judgement;

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It needs to be at the process and self-regulation levels mentioned previously.

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choose two or three critiria to focus on the particular task

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It should be available in a clear, easy to understand format

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Key aim - feedback with encorages them to reflect.

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Bringing up a specific behaviour is much more helpful feedback than focusing on personal traits. Learners are more able to change their behaviour than their personality

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Bringing up a specific behaviour is much more helpful feedback than focusing on personal traits. Learners are more able to change their behaviour than their personality

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More self-regulating student evaluate their own learning.

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ensure all students know what they are going to learn and where they are going

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Give prompts at the right levels on how to move learning forward:

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Give prompts at the right levels on how to move learning forward:

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-to give reactions to their actions
-explain why they took a certain approach
- be supportive

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Deliberate practice (the teacher identifies the next steps for the learners)

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Deliberate practice (the teacher identifies the next steps for the learners)

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Focus on the giving a few medals (signals)

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 teachers may not interrupt the flow of an activity.

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 teachers may not interrupt the flow of an activity.

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Avoid strong emotional impact not to provoke feelings of shame and disappointment

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Avoid strong emotional impact not to provoke feelings of shame and disappointment

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to respond the feedback to give more time for the students to be confident; 

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to respond the feedback to give more time for the students to be confident; 

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offer simple and short feedback afer doing simple task by demonstration or verbally(for example, vocabulary);

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offer simple and short feedback afer doing simple task by demonstration or verbally(for example, vocabulary);

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To do all the best for trustfull atmosphere

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To do all the best for trustfull atmosphere

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don't give too much feedback. it is better to focus on the key intentions.

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It should include clear expectations from learners

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Differentiated approach in feedback activities (consider levels, individual traits, interests, skills)

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Differentiated approach in feedback activities (consider levels, individual traits, interests, skills)

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When providing an effective feedback a teacher should focuse more on praising rather than on a learner.

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When providing an effective feedback a teacher should focuse more on praising rather than on a learner.

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Measurable the goal

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don't pay much attention to presentational features. it can confuse students.

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Learners will need enough time and opportunities to act on the feedback (well-planned and well-organised)

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Learners will need enough time and opportunities to act on the feedback (well-planned and well-organised)

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Be specific and related to specific goal

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given feedback should be related on learning intentions and success critiria. It  should be clear what is being learnt and reached.

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Balance the content

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To provide specific information about how performance might be improved

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To provide specific information about how performance might be improved

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To have a clear teaching focus