When you’re marking a student’s work at home, how do you give them feedback? Do you have a sticker system? Or perhaps you use stamps? Maybe you just stick to a quick sentence about what went well and what needs to be improved. Feedback varies so much: but how many of you have considered picking up your phone and recording a voice note?
Throughout the pandemic, I’ve noticed that CPD in how to give audio feedback is becoming more and more popular. It’s a growing area and it’s more effective than traditional methods of giving feedback.
It’s not for everyone: some students report frustration listening to audio feedback because they cannot easily locate the mistakes on their papers. Others prefer a mix of written and audio feedback together but this can be time-consuming for the teacher.
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Nevertheless, audio feedback has huge pastoral potential for students, especially for those with dyslexia. It can personalise feedback while putting an empathetic aspect to it using the power of voice. So how do you go about introducing it in your classroom? Here’s my advice.
1. Find the tech solution for you
The first thing to do is work out which technology works best for you. You could do something as simple as record the audio in your phone memos and send them to students as an attachment. Another option is something like Showbie: it’s free to use as a website or an app. Once registered, you can ask the students to join using a code. When they submit an assignment you will have an option to give them feedback using a voice clip whereby you press record and release to post it immediately.
2. Structure audio feedback
It is important to start with a personalised note rather than jumping ahead directly to the feedback. This ensures that a student will engage more readily. Then, use sandwich feedback and wrap the negative feedback in praise. Include praise, area for development, praise and so on, as a way to deliver it effectively in the voice note.
When it comes to dyslexic learners, in particular, keep in mind that they may make various spelling errors, but it is important not to pinpoint every single one. Identify patterns first and mention two-syllable words as an example of reviewing the most common spelling errors within the essay. Refer to phonological relationships explicitly and repeat the sounds of two-syllable words.
3. Using an audio clip and mini script together
When marking extensive essays or pieces of written work, it is best to use audio feedback with a script. Label the areas of improvement with a number key and return the essay or written work back to the student. Ask them to follow the numbers while listening to the voice note. The audio voice clip can then recommend areas for development according to the numerical key.
The feedback should then direct the student listening to correct each error. In this sense, it would resemble a face-to-face feedback session. This makes it easier than written feedback as you can read the sentence with the mistake(s) and explain the inaccuracies, while also suggesting alternative sentences.
4. Grammar and audio feedback
Audio feedback is more effective for grammar error correction as using your voice means you can focus more on what the student is attempting to write rather than the mechanics. Common mistakes might be with their, there and they’re or your and you’re for example. Sounding out the correct spelling can help the learner while listening but it is important from time to time to give a checklist of the words they are supposed to use as part of a script so learners can visualise them while listening.
All in all, it helps them focus on the meaning of their mistakes rather than focusing on written feedback alone and trying to decode it.
5. Get students to respond via audio
Instruct the students to reply to the feedback with their own audio clip on Showbie. Ask them to write down a few notes about what they agree with and how they are going to develop their answers moving forward. They can read this aloud in a flexible manner and record the voice clip while doing so. Ask them to pick two areas they wish to improve according to the feedback and instruct them to talk about the areas in the voice clip.
6. Giving praise
It’s really important to ensure that the student’s creative skills are acknowledged during the audio feedback process. A positive sound effect could be added if time allows to stimulate auditory processing: for example, adding in a clap from a YouTube video would greatly impact the delivery of praise. To keep variety, you could include other teacher voices too - hearing different voices in the voice note from time to time will boost motivation.
Orla Carlin is a sociology teacher based in Dubai and is completing a masters in mental health and wellbeing in education
