This workshop explores how whole-class feedback (WCF) can be used as a powerful form of responsive teaching, allowing teachers to move beyond individual marking towards identifying patterns of understanding, misconceptions, and next steps across the class.
Grounded in Jamie Lee Clark’s Whole-Class Feedback framework and refined through classroom practice at Michaela Community School in reducing workload by giving whole-class feedback, as opposed to giving written feedback on every piece of work. This session reframes feedback as a teaching decision, not a marking task.
Delegates will explore how evidence gathered through circulation, live checking, and strategic sampling can be synthesised into clear whole-class feedback that leads directly to reteaching, modelling, and deliberate practice.
What Delegates Will Take Away:
A clear whole-class feedback framework aligned to responsive teaching
Practical strategies to identify patterns and plan next steps
Examples of whole-class feedback structures and routines
Approaches that reduce workload while improving student outcomes
By the end of the workshop, participants will be able to:
Understand and apply whole-class feedback as a responsive teaching strategy, using evidence of learning to inform in-the-moment teaching decisions rather than post-lesson marking.
Identify meaningful patterns in student understanding, distinguishing between surface errors and misconceptions that require
Workshop Leader
Donavere Benjamin-Mahon
Donavere Benjamin-Mahon is an experienced international educator and pastoral leader, currently serving as Head of Year and Secondary Lead Teacher (Teaching & Learning) at Bateen World Academy in Abu Dhabi. He teaches IB Diploma Programme Global Politics, History, and Theory of Knowledge, and has a strong track record of improving student outcomes through evidence-informed teaching, responsive feedback, and high-impact pastoral systems.
Donavere has taught at two outstanding schools and began his teaching career within Ark Schools, one of London’s most successful multi-academy trusts, renowned for its rigorous, evidence-informed approach to teaching and learning and its relentless focus on high expectations for all pupils. This grounding shaped his instructional precision, use of data, and commitment to professional development.
He holds a PGCE from Goldsmiths (Ark Teacher Training), an MA in Politics and International Relations, and is currently completing the NPQSL and an MA in Educational Leadership at the University of Bath. His professional interests include whole-class feedback, responsive teaching, and designing pastoral models that combine clarity, consistency, and care.