In the article, "Making Feedback Meaningful," this particular feedback strategy is a good compromise between leading students in education while allowing them to arrive at answers on their own. By asking leading questions, the teacher can guide without explicitly giving the best solutions to the students up front, he makes them work for it and earn it. Even if students do not come up with the best possible writing, at least they got to that point on their own, which helps them become more independent.
Mr. McComb keeps the students engaged by splitting them into two groups for revision, allowing students who need extra help time to work with him in a group while the rest of the class can cooperate with one another and revise their work with peers. These structures of revision give time for students who need it most, and present new opportunities through peer learning. Mr. McComb also utilizes comment systems on word documents so students can see exactly where they need improvement, and he does this in a variety of ways: audio, colored, and text based. He also allows students to submit their assignments over a variety of platforms and mediums for the convenience of the students preferred method.
Small group structures, as set up by Mr. McComb, are one-on-one chats with students. These discussions reveal struggles that students are having, things they might need work on, frustrations they are experiencing, or if there were any misunderstandings. For example, one of the students was setting limitations on herself that was not in the assignment, but that she misinterpreted. These one-on-one group chats are vital to students and their personal development.
