| Summary: | <p>Although feedback in teaching and learning has the potential to impact positively, in the reality of classroom practice - feedback is differentially effective. It is therefore important for schools to consider the relevant research recommendations, alongside their collective experience, to develop effective feedback practice which maximises these potential learning gains. This is particularly important when schools are making substantial changes to their feedback practice.</p>
<p>Recently, many primary schools in England have been reforming their feedback practice as a result of national educational changes. The school in which I work is one of these schools. The primary school is a voluntary academy, serving approximately 200 children ages 5-11 in the north west of England. The school had moved away from written feedback and trailed verbal feedback approaches. The following practitioner research outlines this context in more detail, and reviews the relevant literature, before exploring the overarching research question: How can teachers work together to implement more effective verbal feedback?</p>
<p>In doing so it documents and evaluates the process of collaborating to improve the effectiveness of the school’s feedback practice.</p>
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