I wrote recently about my work for Musical Futures Just Play, where I’ve been creating a series of...
Feedback with 2EA
Feedback is a hot topic in schools. Up and down the country, teachers are trying out a variety of approaches and often have to work them into a whole school approach. Marking stickers and RAG123 may well be feedback strategies that you are familiar with but these (and may other approaches) are centred on the needs of written work. It makes sense to me that if a pupil completes written work, then the teacher should respond in writing. Similarly, it makes sense that if a pupil provides musical work, then the teacher should respond in music.
I took the time recently to ask myself how exactly I give musical feedback to pupils as, generally speaking, it’s something that I do automatically. Maybe, at some point, someone explained this approach to me but it’s now so deeply engrained in my practice that I’m not sure how it got there. When I thought it through, I realised that it breaks down into four stages, which I’ve now called ‘2EA’ (naming things has never been my strong point…). Those stages are:
E – error
A – accurate
E – exaggerate
A – accurate
See? It goes ‘EA’ twice…
Yes, please send me a tweet if you have a better name for this…
Four stages might seem like a lot of work but it takes precious little time and leaves pupils in no doubt as to what you are expecting/suggesting. Let’s have a look at each step.
- what they are doing
- what you want them to do
- how to get there