I had come to realise through the readings that I had become a bit slack with giving specific feedback, having slipped into giving feedback that was not related directly to the learning intention and success criteria. So I upped my game.
I conferenced with one of my learners about their art task focusing on the criteria I had set for drawing the face. Step one was to 'draw' a face on half a sheet of A3 newsprint. We discussed the common errors that they had made and discussed specific criteria in which to assess their work against. I stressed the idea of continued self assessment against the criteria as they drew their second face.
I was very specific and resisted picking up on other areas within their artwork that needed attention whereas the learner tried to include these. I used questioning in relation to the learning intention and criteria to focus the learner on the feedback then next steps. I found that continuing to question them rather than 'providing' all of the advice meant that they had to look at their work critically and actively think about next steps.
With specific criteria to check against with the learner settled into the task with determination and building confidence, knowing what it was that they had to do. When the session had finished the learner was excited about our art session and enthusiastic about the next session.
I have really focused on my feedback to learners in other learning areas by referring to learning intentions and specific success criteria, questioning and allowing the learners to actively self assess.