In the work with Tundalsskolan we used different forms of formative feedback, based on student level. For less advanced students we used more directive feedback and for more advanced students we used more facilitative.

Formative Feedback.

Using formative feedback when working with the Tundals students to help the pupils to develop their texts and motivate them to write and improve their text. It can help them learn and develop their language and get ideas for their writing and see that they get somewhere.

Because we used more facilitative feedback for higher level students (feedback according to their level) it would aid them in realizing/noticing their own knowledge gaps, and keep them in their ZPD. 

It is possible to see pupils at different levels of their language learning process and ability to write a text. For some pupils it is a way to learn to write, and it is a way to learn to write this text type. For other pupils they write to learn, and learn the text type and gain new knowledge of their language production. 

Creativity Discourse: The students have the opportunity to write creatively about a chosen topic. The writing is the product of their creativity. By that they are also learning to write by writing about something that interest them, choosing their own genres. Implicit teaching in the making in the form of learning by writing.

Do not present feedback that discourages the learner or threatens the learner’s self-esteem. This has been a main point for us when giving feedback, as they are writing creatively they might get frustrated and want to stop writing if the feedback is too negative. The aim with our feedback is for them to write and complete their story, rather than to focus simply on lexical issues.

Processing and responding to feedback. We give our feedback in writing, and that gives them the opportunity to retrieve the feedback at a slower pace and therefore they might understand it better, and remember it later.

In this project they practice to use different discourses when producing texts. They practice in both their creativity and the creativity discourse, but they also practice their writing skills and the skill discourse, and other discourses as the genre and socio-political discourses as well, and write from different perspectives depending on the story the pupil wants to tell. The pupils are assigned a specific text type, - short stories, making them focus on the characteristics of the text type in their writing.

We judge them from a specific type of genre, a short story. It’s a creative task.