In order for pupils to make progress, feedback should be more work for the recipient than the donor. (Dylan Wiliam)
If feedback is to move pupils forward it can be helpful to reframe it as an instruction to do something:
Redraft or redo: By editing and improving one piece of work until it is excellent, pupils focus on specific aspects of feedback and achieve a higher standard than they might have before.
Rehearse or repeat: Pupils practise something specific, each time paying attention to a particular skill, element or detail.
Revisit & respond: Requires pupils to consolidate their understanding by practising more questions, similar in style to the ones that have been assessed.
Here are some examples of these strategies in action: Feedforward