Why whole class feedback needs a rebrand

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Thinking about Dylan Wiliam’s wish that he had called formative assessment ‘responsive teaching’, it struck me that whole class feedback could also be better branded.  When I first heard the term whole class feedback, it conjured an image of a teacher standing at the front of the class talking a group through common mistakes and misconceptions and giving general pointers on how to improve.  Talking to colleagues, I realised that many others interpreted the phrase in the same way and,  whereas I had gone on to read about how whole class feedback should work, and realised the error of my initial reaction, they had not.  This is a problem, because it almost always seems to lead to people questioning the value of whole class feedback as a teaching method.  The argument goes something like this.  A teacher explains that a common mistake on question 4 was not directly comparing and…

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