We all know that praise and how we use it can make a big difference to pupils’ learning. But the findings from a study of 109 year four students in two schools suggest that type of praise may be more important than rate of praise and that praise is effective when it provides specific information - which could, for example, be directed at pupils’ effort, or the particular strategies they use.
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A very interesting bulletin of evidence which includes how to use some of the evidence in this issue.
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