LUKE TRENORDEN 110118507

How does effective teacher feedback impact student performance

in physical education?

INTRODUCTION

Effective teacher feedback has been identified as one of the most powerful teaching
strategies to enhance student learning and performance (Hattie & Timberley 2007). In a
physical education context, teachers are capable of using many different feedback strategies
to enhance student learning (Drost et al. 2012). There are two established categories of
teacher feedback: general and specific (augmented/informational) (Drost et al. 2012).
General teacher feedback is aimed at praising student effort/performance, punishment and
extrinsic reward, and is not specific to the student or task. Conversely, specific teacher
feedback is informative and specific to student performance, aiming to modify and alter
student performance based upon teacher expectations, or can also relate to the quality of
the student’s performance (Drost et al. 2012). Feedback can be delivered in many different
formats but for the purpose of this action research, teacher feedback is referring to both
verbal and visual feedback.

Through my own professional experience in PER 2, I found that the quality of my teacher
feedback delivery needed improvement. The feedback that I provided to students was very
general across the group and was not specific to individual learners. The strategies to deliver
feedback were mostly verbal and related to effort and behaviour, rather than performance.
The small number of occasions when I did provide specific feedback relating to the action of
the technique/skill, it was clearly evident that student performance did improve. However, I
am not confident to propose that this growth in student performance was a result of the
teacher feedback I provided. On reflection, I think that practice of the skill was the main
reason for student performance improvement, with my feedback acting as a guide for
learning. As such, I would like to undertake an action research to enhance and develop my
ability to deliver appropriate and timely feedback and see how this development impacts
student performance and learning.

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The Australian institute for Teaching and School Leadership (AITSL 2011) emphasises that
teacher feedback is a critical factor in the learning and teacher process and regards
feedback as a fundamental aspect of a quality teacher. In reference to Standard 5, Focus
Area 5.2, of the AITSL standards (AITSL 2011), Graduate teachers should know how to select
and apply timely and appropriate types of feedback to improve students’ learning.
Therefore, focusing on developing the delivery of appropriate and timely feedback is crucial
for improving teacher quality and one that I want to undertake as I develop into a quality
educator.

PURPOSE of the RESEARCH

The purpose of this action research is to analyse my own ability at delivering effective
teacher feedback within a physical education setting. Through identifying some issues
relating to teacher feedback that I need to work on, I can create a plan of attack and carry
out different methods to collect data to analyse my teacher feedback effectiveness. Since an
action research is a continuous cycle of reflecting and acting out different approaches and
strategies to enhance my feedback delivery skills, I will hopefully be able to refine and
strengthen my ability to deliver appropriate and timely feedback. While doing so, I would
like to compare how this change in effective teacher feedback skills relates to student
performance improvement.

UNDERPINNING LITERATURE and JUSTIFICATION for the RESEARCH

The general literature on feedback reveals that giving and receiving teacher feedback does
have an impact on student performance (Hattie & Timberley 2007). In relation to physical
education, specific feedback on the performance and action of the technique or skill is
better than general feedback to facilitate student learning (Drost et al. 2012). Mustain
(1990) supported this finding, stating that teacher feedback needs to be specific to the focus
of the movement being attempted, to allow the students to understand why particular
results are occurring and therefore understand how to adapt and modify their technique or
action to achieve better performance.

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Most studies reveal that effective teacher feedback has been found to impact student
learning and performance in physical education, but only a few studies actually research the
term, ‘effective feedback’. Sadler (1998) found that effective teacher feedback provided
students with an opportunity to see the gap between current and desired performance, and
then allow them to put this feedback into practice and close this gap. White (2007)
supported Sadler’s (1998) belief, identifying that student performance improved as a result
of the teacher allowing the student to practice the feedback suggestions either straight
away or in the next lesson. A recent investigation on the effects of verbal and visual
feedback on student performance in novice freestyle swimming (Giannousi, Mountaki &
Kioumourtzoglou 2017) found that visual feedback, combined with audio feedback proved
to be better than purely verbal feedback. In comparison to all intervention groups used in
this study, the group that showed the least improvement in swimming technique was the
group that received solely verbal feedback (Giannousi, Mountaki & Kioumourtzoglou 2017).
Comparatively, the group with the highest improvement in performance was the group that
received both verbal and visual feedback from the instructor (Giannousi, Mountaki &
Kioumourtzoglou 2017). The findings from this study are supported by another study by
Mohnsen and Tomson (1997), who found that the most effective teacher feedback for
student performance growth includes the combination of visual and verbal.

However, although there is research available on the effectiveness of teacher feedback on

student performance, there are major limitations in the literature. One limitation addressing
teacher feedback in physical education is the number of studies that have been undertaken
in this field. Many of the studies that investigate teacher feedback relate to other subject
areas, including Mathematics and English, and therefore cannot be generalised into the
scope of physical education. A recent study by Hall et al. (2015) highlights this gap in the
literature, stating that few researchers have identified the essential nature of teacher
feedback in teaching physical education. Another major limitation seen in a majority of the
literature relating to physical education is that investigations in the relationship of teacher
feedback on student performance do not isolate teacher feedback as the key variable.
Different studies by Silverman, Tyson and Krampitz (1992), Sadler (1998), Gentry (2007) and
White (2007) share findings that suggest the key variable linked to student performance

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improvement is practice, with teacher feedback serving as a mean to modify practice for the
individual student.

As such, this action research will aim to not only benefit my own teaching quality, but try to
close the gap in the literature and underpin the true definition of effective teacher
feedback, including finding the best teacher feedback practices to benefit student
performance.

ETHICAL CONSIDERATIONS

The basic ethical principles outlined in The 1979 Belmont Report (HHS 2017) will be taken
into consideration for this action research. Firstly, ‘Respect for Persons’ will be accounted
for by making sure that all participants remain anonymous and assuring a high order of
respect for the participants by concerning their autonomy and privacy (HHS 2017). The
second basic ethical principle – ‘Beneficence’ – means that participants need to be treated
in an ethical manner not only by respecting their decisions and protecting them from harm,
but also by making efforts to secure their well-being (HHS 2017). In this action plan, the
researcher will ensure that participants know that they can pull out of the study at any time.
The third basic ethical principle – ‘Justice’ – will be taken into consideration, making sure
that all participants are treated equally and provided with equal opportunity (HHS 2017).
Since participants are considered minors, informed parental consent will be required.
Consequently, an information letter will be sent to parents, allowing them the opportunity
to read and understand the details and purpose of the study (Appendix 1). This information
letter will be accompanied by a parental consent form (Appendix 2), which needs to be
signed by both parent and student (participant) if they wish to participate in the study.

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METHODOLOGY and ANALYSIS

DESIGN/APPROACH

A mixed methodology action research approach is adopted for this study. According to
Somekh (1995; cited in Cohen, Manion & Morrison 2011), ‘action research is designed to
bridge the gap between research and practice, thereby striving to overcome the perceived
persistent failure of research to impact on, or improve practice’. Action research allows a
teacher to reflect on their own practices and improve their quality of teaching, while, in
doing so, help change the scope of education, facilitating other educational practitioners to
take on a more reflective teaching approach. This action research will use both qualitative
and quantitative research methodologies for data collection purposes, in an attempt to find
valid and reliable information relating to effective teacher feedback and student
performance.

CONTEXT STATEMENT

The participants for this study are recruited from a secondary school in Northeastern
Adelaide. The 16 participants chosen make up the Year 11 Health and Physical Education
class, partaking in a 4-week unit of practical basketball in the school gymnasium. The final
number of participants will be based upon the number of students who complete the
informed consent forms.

METHODS

In this action research, data collection techniques will employ a triangulation of methods
including experiencing, enquiring and examining teacher feedback effectiveness and how it
impacts student performance. According to Waters-Adams (2006), using a triangulation is
very beneficial, as each method will give access to different aspects of the situation. In this
action research the benefit of triangulation is that data will come from the viewpoints and
experiences of the mentor teacher, student participants and also the researcher.

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One tool used to capture information will be experiencing the situation through detailed
observation schedules. The mentor teacher will be using a structured observation template
to observe and record observation notes on the delivery of teacher feedback, how this
feedback constantly changes and how the participants respond to different forms of
feedback.

Enquiring data through student questionnaires, standardized tests and unstructured

interviews are other data collection techniques used in this action research. An unstructured
interview between the researcher and mentor teacher will take place at the end of each
lesson, where the mentor teacher can use observation notes to help discuss key focus
points of the lesson. To probe student perceptions on teacher feedback the researcher will
use a questionnaire survey, which combines a number of closed-ended statements and
several open-ended questions. According to Gewirtz et al. (2009) a questionnaire document
is designed to seek specific information from the respondents. Quantitatively, a
standardized test will be used to measure student performance improvement of basketball.
Student performance will be recorded through both the teacher and mentor teacher
providing the students with a unit grading report on Basketball, as well as a pre-test and
post-test, measuring differences in performance. This will allow the teacher to see what
types of feedback are more effective for student development.

The examination method of the data collection is composed of a self-reflective journal and
audio recording of verbal statements used by the teacher. The researcher will record all of
their thoughts and experiences of each lesson in a self-reflective journal. The journal will
help to reflect and plan new tasks and activities for the next lesson, as new ideas and
themes will be found along the process of the action research, thus providing more
opportunities to reflect and act on different variables that relate to feedback effectiveness.
During the action research, to capture the verbal feedback practices at a deeper level,
audiotapes will be used to record what the researcher is saying to students. The audiotapes
will show if the teacher develops their ability to deliver more appropriate and timely
feedback as they become more competent with understanding the students and content.

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PROCEDURE

As seen in the GANNT chart in Appendix 3, a timeline has been created to show a plan of
when the different methods of data collection will take place. The benefit of producing a
timeline allows the researcher to be better prepared for set data collections and therefore
can better implement the cyclical action research process of: (1) reflecting, (2) planning, (3)
acting, (4) observing, (5) reflecting. Ultimately, an action plan starts with reflection, where
the researcher will identify something that can be improved in their teaching; in this
instance it will relate to effective teacher feedback. After identifying what can be improved,
an action plan will be created. The teacher will then deliver the lesson to the group of
participating students, or carry out the plan. While doing so, both the researcher and
mentor teacher will observe and collect data on the results of the lesson. Once the lesson is
finished, the researcher and mentor teacher will get together for an unstructured interview,
where reflection on the process of the results will take place and a new refined plan/process
will be created for the next lesson. This cycle of events will continue to take place during the
4-week unit, where the teacher continually refines and reflects their teacher feedback
strategies to improve their effectiveness of feedback delivery.

In reference to the GANNT Chart (Appendix 3), during the lead in day period, the researcher
will hand out informed consent forms (Appendix 2) and information letters (Appendix 1) to
students and aim to receive these back before the first week of the unit. The reflective
journal will begin early in week 1, where the researcher will record personal thoughts on
what took place during the lesson and begin to plan and refine teaching strategies for
further research. This journal facilitates the reflection stage of the action plan and also helps
to create a plan for the next lesson to further refine and improve teaching feedback
practices. The mentor teacher will use an observation chart (Appendix 4) to record
structured observations of the types and practices of teacher feedback the researcher uses
during each lesson. These observations are used to collect written data of the experiences
of the research and can be referred to when both the researcher and mentor teacher review
the data through unstructured interviews.

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Additionally, the first of 2 student questionnaires will take place during week 1 (Appendix 5).
This questionnaire is to help identify student perceptions of teacher feedback before the
study is undertaken. The same student questionnaire will take place at the start of week 4,
which is designed to gather student feedback on their perceptions of teacher feedback after
the action research has taken place.

The main aspect of this action research will take place during weeks 2 and 3 of the unit. The
quantitative data will be recorded through a pre/post test on student performance. In week
2, the focus will be on the difference between specific and general feedback. This will be
measured through dividing the class into two groups. One group will receive specific
feedback and the other will receive general feedback. At the end of the week the same
performance test will take place, where a comparison of the two tests will determine the
effectiveness of both specific and general feedback. Week 3 will follow a similar process,
with the main focus comparing verbal and audiovisual feedback. The group that received
general in the first week will be the verbal feedback group and the other group will be the
audiovisual feedback group. While these quantitative measures are taking place,
qualitatively the researcher will be examining their own ability at delivering effective
feedback from audio recordings of their verbal statements throughout each lesson. This will
be supported by the mentor teacher’s observations and the self-reflective journal. These
data collective tools will help the teacher to identify their teacher feedback practices and
refine and strengthen their approach to deliver more effective feedback as the unit
progresses.

In week 4, consolidations of the data collections will take place and an analysis of the data
will be made. The reflective journal and mentor teacher observations will support the audio
recordings and therefore final conclusions can be made.

ANALYSIS

To analyse the qualitative data collected, a deductive approach will be used to collate the
data into key themes and descriptions to interpret the data. Firstly, the recorded audiotapes

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will be copied into transcripts. The transcript, self-reflective journal and observation
schedule notes from the mentor will be deductively analysed through collecting emerging
themes seen in the data. The quantitative data collected will undergo a structured analysis
where the performance scores of the students will be compared between the pre/post
performance testing stages. This quantitative data will be analyzed and then compared to
the analysed qualitative data, allowing a comparison between the effectiveness of the
teacher feedback and student performance. The analysis will show if my quality of teacher
feedback is improving and whether or not this improvement is impacting student
performance. Since a triangulation method of data collection will take place, the data
analysis will come from the findings and viewpoints from the participants, mentor teacher
and my own observations and journal notes. Therefore, once the data is analysed there
should be key themes shown across the range of data collection methods and findings to
see if my ability to deliver effective and appropriate feedback has changed across the action
research.

OUTCOMES/ POSSIBLE IMPACT

Ultimately, the outcome of undertaking this action research is to improve my ability as a

teacher to deliver effective teacher feedback and therefore improve my ability to facilitate
student learning and performance. I am hoping to determine the best method to deliver
teacher feedback for student learning in physical education. Although the use of different
teaching feedback strategies will differ in their successfulness from classroom to classroom
as a result of many different factors, I will be able to gain an understanding of when and
how to best implement a specific strategy of delivering feedback to different students. In
addition to this, this action research may empower me to pursue further research into the
effectiveness of teacher feedback.

Across the board of education, this action plan can relate to other developing teachers and
help them see and understand how to deliver effective teacher feedback and what
strategies can be used to refine and adapt to become a higher quality teacher. The action
plan can allow other teachers to understand the benefit of undertaking an action research

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and help promote self-reflection and identification of specific qualities that need to be
improved within their own teaching.

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REFERENCES

AITSL 2011, Australian Professional Standards for Teachers, AITSL, Australian Government,
viewed November 28, <https://www.aitsl.edu.au/docs/default-source/general/australian-
professional-standands-for-teachers-20171006.pdf? sfvrsn=399ae83c_12>.

Cohen L, Manion, L & Morrison, K 2011, Research methods in education, 7th ed, Routledge
Falmer, London, Ch. 18, pp. 344-361.

Drost, D, Todorovich, JR, Bridges, F, Thompson, C & Vinci, D 2012, Effects of teacher
feedback and student skill performance on student motivation in physical education,
ProQuest, The University of West Florida.

Gentry, A 2014, Students' perceptions of teaching strategies in a mathematics classroom,

ProQuest, Carter and Moyers School of Education, Lincoln Memorial University.

Gewirtz, S, Shapiro, J, Maguire, M, Mahony, P, & Cribb, A 2009, 'Doing teacher research: A
qualitative analysis of purposes, processes and experiences', Educational Action Research,
vol. 17, no. 4, pp 567-583.

Giannousi, M, Mountaki, F & Kioumourtzoglou, E 2017, 'THE EFFECTS OF VERBAL AND

VISUAL FEEDBACK ON PERFORMANCE AND LEARNING FREESTYLE SWIMMING IN NOVICE
SWIMMERS', Kinesiology, vol. 49, no. 1, pp. 65-73.

Hall, AM, Larson, J, Heinemann, A & Brusseau, TA 2015, 'Frequency and Type of
Reinstruction Strategies Used by Paraprofessionals and Licensed Teachers in Elementary
Physical Education Settings', Physical Educator, vol. 72, no. 3, pp. 433-444.

Hattie, J & Timperley, H, 2007, ‘The Power of Feedback’, Review of educational

Research vol. 77, no. 1, pp 81-112.

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Health and Human Services 2017, The Belmont Report, Department of Health and Human
Services, Office for Human Research Protections, viewed November 29 2017,
<https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html#xselect>.

Mohnsen, B & Thompson, C 1997, 'Using Video Technology in Physical Education',

Strategies, vol. 10, no. 6, pp. 8-11.

Mustain, WC 1990, 'Are You the BEST Teacher You Can Be?', Journal of Physical Education,
Recreation & Dance, vol. 61, no. 2, pp. 69-73.

Sadler, DR 1998, 'Formative Assessment: revisiting the territory', Assessment in Education:

Principles, Policy & Practice, vol. 5, no. 1, pp. 77-84.

Silverman, S & Others, A 1992, 'Teacher Feedback and Achievement in Physical Education:
Interaction with Student Practice', Teaching and Teacher Education, vol. 8, no. 4, pp. 333-44.

Waters-Adams, S 2006, Extracts from Action Research in Education, Faculty of Education,

University of Plymouth.

White, S 2007, 'Investigating Effective Feedback Practices for Pre‐service Teacher Education
Students on Practicum', Teaching Education, vol. 18, no. 4, pp. 299-311.

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APPENDIX 1 – Information Letter to students and parents/or guardian

Dear student and parent/or guardian,

My name is Luke Trenorden and I am undertaking my Masters of Teaching at the University

of South Australia, specialising in Physical Education. I am about to undergo my final
teaching placement at your child’s school and this letter is to request your permission to
conduct my action research with your child during his/her physical education class.

The objective of my research is to understand how different types of feedback impact

student performance and learning in physical education, as well as to improve my own
ability to deliver effective teacher feedback in different situations. Initially the students will
be asked to undertake a small questionnaire in the form of a survey (these questions are
also enclosed in this letter). Once the questionnaire is completed I will undergo a four-week
unit of basketball. The first week will involve undertaking observations and seeking baseline
levels of student performance. The second and third week will be where my action research
takes place, analysing student performance in a pre/post test on different basketball
techniques and comparing how different forms of teacher feedback impacts the student
performance. While this action research is taking place both my mentor teacher and myself
will be taking observations of your child and taking notes on how their performance is
changing as a result of the feedback I provide. Additionally, since this action research is to
benefit myself on a personal level, I will be audio recording what I say during the lesson. I
have chosen audio recording as a way of collecting data as this will only record what I am
saying and the students will remain anonymous throughout the study. In week 4, I will
collate all the data I have collected and undertake another questionnaire survey with the
students to see what their perceptions of feedback are now that the study has finished. The
questionnaires and skill performance pre/post test will not affect their physical education
grade in any way.

If yourself, or your child, do not wish to grant my permission, simply ignore this letter and
consent form. If you do grant permission, it is assured that all information will be
anonymous and your child may withdraw without penalty at any time. Participation in this
study will not interfere with students’ regular physical education class but rather enhance
and supplement the skills they are already expected to learn. I thank you for the opportunity
that your permission offers and appreciate your contribution to the success of future
educators. If you have any questions or concerns, please feel free to contact me via email.

Sincerely,

Luke Trenorden
The University of South Australia
trelc001@mymail.unisa.edu.au

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APPENDIX 2 - Parent Informed Consent Form

Title of Research: How does teacher feedback impact student performance in physical
education

This project has been approved by the University of South Australia’s Human Research Ethics Committee. If you have any ethical
concerns about the project or questions about your rights as a participant please contact
the Executive Officer of this Committee, Tel: +61 8 8302 3118; Email: humanethics@unisa.edu.au
SECTION 1: CONTACT AND PROJECT DETAILS
Researcher’s Full Name:
Contact Details:
Supervisor’s Full Name:
Contact Details:
Protocol Number:
Project Title:
SECTION 2: CERTIFICATION
Participant Certification

In signing this form, I confirm that:

 I have read the Participant Information Sheet and the nature and purpose of the research project has been explained to me. I
understand and agree to take part.
 I understand the purpose of the research project and my involvement in it.
 I understand that I may withdraw from the research project at any stage and that this will not affect my status now or in the
future.
 I understand that while information gained during the study may be published, I will not be identified and my personal
results will remain confidential, unless required by law. [If other arrangements have been agreed in relation to identification
of research participants, this point will require amendment to accurately reflect those arrangements.]
 I understand that I will be audiotaped / videotaped during the interview. [Delete this point if the interview will not be taped.]
 I understand that the tape will be [if tape is to be retained following the completion of the project, insert details of how and
where the tape will be stored, who will have access to it and what limits will be placed on that access]
 I understand the statement in the information sheet concerning payment to me for taking part in the study. [Omit this point
if no payment will be made.]

[NOTE: Participants under the age of 18 normally require parental consent to be involved in research. If appropriate, the consent
form should allow for those under the age of 18 to agree to their involvement and for a parent to give consent.]

Participant Signature Printed Name Date

Parental Consent

Parent/ Legal Guardian Signature Printed Name Date

Researcher Certification
I have explained the study to subject and consider that he/she understands what is involved.

Researcher Signature Printed Name Date

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APPENDIX 3 - GANNT CHART - PROCEDURE

Data Lead-In Days WEEK 1 WEEK 2 WEEK 3 WEEK 4

Collection
M T W T F M T W T F M T W T F M T W T F M T W T F
Mentor
Teacher
Lesson
Observations

Mentor
Teacher
Unstructured
Interview

Reflective
Journal

Student
Feedback
Questionnaire

Structured
Lesson
Observation

Teacher
Audio-
Recording

Performance T1 T2 T1 T2
Testing

HPE 2 /Lab School 2 focus sheets/ observation W.Piltz/ 2015

 LUKE TRENORDEN 110118507

APPENDIX 4 – Mentor Teacher Observation Proforma

Observing the Teacher

Comment on your observation of what the teacher is saying and types of feedback strategies used (e.g. verbal,
etc.)

General Feedback

Specific Feedback

Observing the ‘students’ & the ‘learning experiences’ Review: student learning outcomes & learning
episodes.
Comment on student engagement and performance alterations as a result of the teacher feedback

HPE 2 /Lab School 2 focus sheets/ observation W.Piltz/ 2015

 LUKE TRENORDEN 110118507

Gathering data from a ‘snapshot’ of the lesson (10-15 min)

 Observe – Record information onto the table below. Can be focused on ‘type & distribution of acknowledgement & feedback’. Specific feedback sources

Focus Individual Group

Acknowledgement Male Female behavior
behavior (B) behavior (B) performance
performance (P) performance (P) effort
effort (E) effort (E) cooperation
cooperation (C) cooperation (C) or other
or other or other
Specific Feedback Male Examples: Female examples: Group Examples:

 External sources

 Specific Verbal

 Questions

 Demonstration

Any Other Comments:

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

HPE 2 /Lab School 2 focus sheets/ observation W.Piltz/ 2015

 LUKE TRENORDEN 110118507

APPENDIX 5 – Student Questionnaire Survey Number 1 & 2

Based on your experiences as a student, please rate (circle one) the following statements
relating to feedback you have received from your Physical Education teachers in the past:

Strongly Disagree Neither Agree Strongly

Disagree Agree or Agree
Disagree
1. Teacher Feedback helps me learn 1 2 3 4 5
2. Teacher Feedback does not help me perform better 1 2 3 4 5
3. Teachers always provide feedback at an individual level 1 2 3 4 5
4. I prefer my feedback to be written 1 2 3 4 5
5. Feedback aimed at the whole class is best 1 2 3 4 5
6. Saying ‘great job’ is a form of effective feedback 1 2 3 4 5
7. I prefer the feedback I receive to be demonstrated 1 2 3 4 5
8. Feedback helps motivate me to participate 1 2 3 4 5
9. Some feedback was negative and has not helped me 1 2 3 4 5
10. All feedback will help me improve my performance 1 2 3 4 5
11. I prefer the feedback I receive to be verbal 1 2 3 4 5
12. I prefer teacher feedback to praise effort 1 2 3 4 5
13. I prefer teacher feedback to be informative 1 2 3 4 5
14. Practice is more important then feedback 1 2 3 4 5
15. I consider my grades to be the best source of feedback 1 2 3 4 5

HPE 2 /Lab School 2 focus sheets/ observation W.Piltz/ 2015

LUKE TRENORDEN 110118507

ADDITIONAL QUESTIONS (DOT POINTS ARE APPROPRIATE)

Please describe in your words the way teacher feedback has helped you perform a skill in
PE better?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Please describe in your words what you would like the teacher to comment on when you
are learning a new skill in PE?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Please add any other comments you wish to make with regard to what you consider
effective teacher feedback.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

HPE 2 /Lab School 2 focus sheets/ observation W.Piltz/ 2015