Effective Feedback to SEN Pupils
Here are some of my thoughts on the role of feedback and marking used for SEN students. These are my thoughts and observations based on the students with ASD and severe communication difficulties I have worked with. Representative of only a small number of students in the education system but elements apply to those with SEN in mainstream settings. This was originally devised from a Twitter chat with @learningspy David Didau
First of all, in terms of both marking and feedback, I think it is important to state that language/marks given must be for the learner not just to prove to an observer that you are doing it. The methods we use may be very subtle, a touch on the shoulder a quick smile or a thumbs up. We are not alone in teaching students who find attention overwhelming and a cause of anxiety. I teach children for whom eye contact is difficult to manage but a sign delivered at chest height is acceptable.
First of all Marking.
This needs to be done during the task for two reasons
1) Once the student has completed the task, worksheet or activity they often consider it finished and attention shifts to the next activity usually a motivator. Now you could make marking part of the task if you have enough staff to sit with the student immediately
2) Students’ recall of information is limited so they may not link the marking with the task completed. We use repetition of tasks over several weeks to ensure the skills are embedded (and it is about skills, independence, life etc).
What form does the marking take – is it ticks in a mark book for assessment records or a photo of the student with the task?
First and foremost the teacher (and observer) must acknowledge the importance of the Student’s level of understanding. In our case the cognitive ability of our students may appear greater for example they can read words and sentences but they can’t comprehend the meaning. To someone who does not know the student, they may assume written feedback would be effective.
A lot of students with SEN struggle with both visual and auditory language. Limited understanding so saying “good” might work, showing a symbol of a tick or smiley face might work in letting them know they have achieved something or you are happy with them. Not all learners will respond to this.
It is just as important with SEN as mainstream that the teacher is fully aware of what each student is doing. Picking up the tiny subtle achievements such as even picking the pencil up. This may look like overpraise in some settings but links with building confidence and self-esteem.
Feedback Methods
In one class you may have a range of feedback methods. You may not be able to and I quote an observation from my early career “pull the students together at the end of the lesson.” The typical plenary may be multiple plenaries throughout the session. As nice as group feedback is and sharing successes with the class this has to be handled carefully.
Receiving feedback is often a skill that needs to be taught – as you say it is an opinion. Have we provided the students a way to respond to the feedback, do they agree, did the teacher explain the task or make the objectives clear and appropriate? This could arguably be more important. As much as all students enjoy positive interactions it is the feeling of completing a task and being in an environment where they are valued that will provide the greatest benefit to their education.
Introduction
Providing effective feedback is a crucial aspect of teaching, especially for Special Educational Needs (SEN) pupils. Constructive feedback helps students understand their progress, identify areas for improvement, and feel motivated to achieve their learning goals. In this article, we will explore 10 evidence-based strategies for delivering effective feedback to SEN pupils in the UK, with a particular focus on those with complex communication difficulties, including non-verbal students. These strategies are grounded in educational research and practical experience, offering valuable insights for educators to enhance their feedback practices.
1. Be Specific and Clear
- Description: Provide detailed information about what the student did well and what needs improvement.
- Benefits: Helps students understand exactly what aspects of their work were successful and where they need to focus their efforts.
2. Tailor Feedback to Individual Needs
- Description: Customise feedback to address the unique learning needs and styles of each student.
- Benefits: Ensures that feedback is relevant and accessible, increasing its effectiveness.
3. Be Timely
- Description: Provide feedback as soon as possible after the task is completed.
- Benefits: Ensures that the feedback is relevant and that students can immediately apply what they have learned.
4. Use Simple Language
- Description: Avoid jargon and use straightforward language that students can easily understand.
- Benefits: Makes feedback more accessible and reduces the risk of misinterpretation.
5. Encourage Self-Assessment
- Description: Guide students to reflect on their work and identify strengths and areas for improvement.
- Benefits: Promotes self-awareness and critical thinking skills, empowering students to take ownership of their learning.
6. Provide Actionable Steps
- Description: Offer specific, actionable suggestions for how students can improve their work.
- Benefits: Gives students clear guidance on how to enhance their performance, making feedback more constructive.
7. Regularly Review and Adjust Goals
- Description: Set and review short-term goals based on feedback to ensure they are achievable and relevant.
- Benefits: Keeps students motivated and focused on continuous improvement, adapting to their evolving needs.
8. Build a Supportive Environment
- Description: Create a classroom culture where feedback is seen as a positive and integral part of learning.
- Benefits: Encourages students to view feedback as helpful and supportive, reducing anxiety and resistance.
9. Use Alternative Communication Methods
- Description: Utilise communication aids such as symbol-based systems, communication boards, or speech-generating devices.
- Benefits: Ensures that non-verbal students can receive and understand feedback in a manner suited to their communication abilities.
10. Involve Support Staff
- Description: Work closely with teaching assistants, speech and language therapists, and other support staff to deliver feedback.
- Benefits: Provides a consistent approach to feedback, ensuring that it is reinforced through multiple channels and supports the pupil’s overall communication strategy.
By implementing these evidence-based strategies, teachers can provide effective feedback that supports the learning and development of SEN pupils, including those with complex communication difficulties. This post is only my thoughts on feedback and marking in the SEN classroom you may have more ideas. Thank you for taking the time to read.