Judgemental feedback is easier and quicker to give. - It is, but it gives the observee less space to contribute their own ideas. It also prevents the observer from seeing the lesson through the observee’s eyes., Using exploratory language usually makes the feedback discussion longer than using judgemental language. - Feedback needs to take place, if at all possible, in a break or at a time when there is no lesson immediately following., Some observees may find it hard or be unwilling to reflect. - The observer may need to help the observee to think by using closed questions (e.g. either/or questions), and by giving examples whenever possible., Some observees may not have good enough English for this type of feedback. - There is no reason why feedback needs to take place in English. The main purpose of the feedback discussion is to analyse the lesson rather than to practise English, and so feedback can take place in L1 or a shared common language., Teachers may prefer judgemental feedback because this is more familiar or more expected culturally. - Consider the option of discussing in the pre-lesson discussion either how the observee wants feedback to be given and why, or how the observer intends to give feedback and why. This should enable observer and observee to understand each other’s thinking, and to come to an agreement., Some observers are not used to using exploratory language, and are more familiar and comfortable with passing on judgements on lessons. - Consider the potential benefits for observers in their own professional learning in trying something new and different., Exploratory talk is not compatible with feedback for assessment purposes. - While feedback discussion clearly needs to be linked to any assessment criteria, exploratory talk is still a valid and useful way of discussing the lesson.,

Exploratory language: Practicalities

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