Giving effective feedback at the end of tasks is a vital part of the learning process. It provides a sense of closure, helps consolidate learning and allows the teacher to assess whether students are ready to progress or if further support is needed. Despite its importance, this stage is often overlooked or mismanaged. Some teachers may rush through it without tailoring the type or length of feedback to the task at hand, while others may spend too much time on feedback, leaving little room for the tasks that serve the lesson aims. This article explores practical, student-centred strategies for . . .
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