Feedback
Students
The students provide feedback on each others’ draft information reports through a writers’
conference. The teacher may support students to give feedback by providing focus questions,
eg ‘What did you like?’, ‘What could have been done differently?’ or ‘How could the report
be made more factual/interesting?’
Teacher
The teacher monitors students during the learning experiences and assessment opportunities
through:
• observation
• discussion and questioning
• analysis of the students’ work samples.
The teacher provides specific feedback, such as:
• ‘I like the way you added to your notes when you found more information.’
• ‘A quicker way to find the information is to look at the index.’
• ‘Great Jack, you put the scientific classification in the first sentence.’
• ‘Jack, both these sentences describe how the animal looks. Show me how to join
them together.’
Evidence of learning
The teacher uses students’ work samples, anecdotal notes of observations, and checklists
of indicators to determine whether students have made progress as a result of the learning
experiences.
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 2
Learning experiences, assessment opportunities and adjustments
(cont)
Learning experiences and assessment opportunities Adjustments for Jack
When students have completed their draft information
• Jack listens to his information report using
report, they have a writers’ conference in small groups
his word-prediction software
to provide feedback on one another’s reports.
• Jack is provided with evaluation cards to
Following the writers’ conference, students revise and
edit their draft information reports.
remind him of what to look for and examples
of possible feedback
• the teacher supports Jack to combine sentences,
Students develop or select visual texts to include in their
where appropriate, to make more complex/
information reports (eg photos, sketches, diagrams).
detailed sentences.
Students publish their information reports.
