TM Lesson 6 - Tjitske

• Taal
• HBO
• Studiejaar 4

Teaching Methodology

ETTP - Year 4

FT - Semester 2

Session 6 - Friday, 27 March 2024

Tjitske Hoogendijk-Pruim

[e-mail]

Good morning!

Welcome to session 6: Feedback time!

WALT/ AIM: Before the end of the lesson, students are able to apply SMART peer feedback to one peer's plans for the summative TM assignment.

WILF/ SC: 

• Students can define and recognise SMART aims and SC
• Students can evaluate if aim(s) and SC in a plan for the TM lesson series are SMART
• Students can describe a variety of C4Us 
  
• Students can evaluate if C4Us have been chosen effectively
• Students can describe the requirements of SMART feedback
• Students can formulate SMART feedback

          

Any questions regarding the formative assignment (deadline 4-4)?

Can we reach a 100% score this time? Who can list the 5 phases of the feedback loop?

YES

NOT YET

Collect evidence of learning

Collect evidence of HOW students reach the aim.

C4Us = Checks for Understanding

Analyse evidence of learning

Describe and explain observations of the collected evidence of learning. What went well? Why? Where is room for improvement?

Discuss findings/analysis with students

Providing students with feedback. Informing them about your findings. How do you do that so their learning can benefit from your feedback?

Improve your teaching and the students' learning

If you had to teach the same again, what would you do differently? Why?

Aims and success criteria (SC)

AIM(S) = WHAT do you want your students to learn?

SC = HOW will your students reach the aim?

What IS feedback?

Feedback is a process in which learners make sense of information about their performance and use it to enhance the quality of their work or learning strategies.

(www.feedbackforlearning.org)

(Queen’s University Ontario)

'Timely' refers to...

1. Feedback is given with a time limit
2. Feedback is given at the right time
3. Feedback is given when you finish class
4. Feedback is given when you have the time to do so

Timely

• The students are not too far along in the process so they can improve without too much backtracking and they have plenty of time to improve. 
• This is also why feedback should be continuous. 
• It is necessary to keep the students on the right track towards achieving the set aim. 

'Goal-directed' refers to...

1. Being related to the aims and SC
2. Aiming for the highest grade

Goal-directed

• Goal-directed is goal-related!
  
• Link backwards and forwards to the aim and success criteria to reiterate the learning path and show students where they are. They will stay on track towards the set aim.

'Encourages self-assessment' means...

1. Engaging students' sense of ownership for their learning
2. Feedback should come from self-assessment activities

'Descriptive' refers to...

1. Describes the instructions again
2. Describes the next steps

Descriptive

The next steps! When focussing on what comes next, so how the students need to adjust their work to achieve the aim, link back to the what and why. 

'Ongoing' means...

1. It provides many opportunities for learning and improvement
2. It is timely

Ongoing

The earlier you catch a misunderstanding the better. Feedback is continuous. C4Us are used continuously and students receive instant feedback or (if necessary) elaborate feedback to keep them on track towards the aim.

'Collaborative' is important because...

1. We want students to help each other
2. We want students to engage with the feedback

Collaborative

We want students to see feedback as an important part of the learning process and to engage in discussions about their learning, understanding, and progress with their teachers, peers, and selves.

Which feedback is SMART?

1. Good job! I'm really proud of you. Your story is fantastic!
2. 'Teached' is wrong. It should be 'taught'.
3. What happens to the verb when he, she or it is the subject of the sentence?
4. Tom is also 'he'.

'As a rule of thumb, if we are helping individual students and find more than ....?... students facing the same problem, it’s worth stopping the class to offer guidance.'
Fletcher-Wood (2017) (source on Brightspace - in class folder)

1. 2
2. 3
3. 4
4. 5

Immediate feedback

Immediate feedback is more effective for simpler tasks earlier in the learning process: Correcting errors immediately leads to faster acquisition (Hattie & Timperley, 2007)

Encourages self-assessment

Feedback is all about ownership! 

All feedback opportunities should ask students to reflect on their own process. 

Encourage questions like, "What do I still not understand? How can I move forward?" and "What is my next step?" 

Work + peer feedback time

Formative assessment:

Please hand in the following, and in one complete file:

• Your aims and success criteria for your lessons 1 and 2
• Your lesson outline, what do you plan on doing in lessons 1 and 2
• Chapter 1 (student description) (see next two slides)
  
  

Make sure you indicate your group (FT/PT or Resitter)

Work + peer feedback time

• What are we looking for regarding the introduction?
  The learners are clearly and specifically described, including their specific needs. The choices made in creating this lesson series clearly justify how the learners' needs are catered for, and level analysis is also considered. 
• What are we looking for regarding AIMS and SCs?
  All aims and success criteria are SMART.
  
  

The choices are thoroughly justified by the theory related to this module.

Use the next slide.

SLO,

(2022)

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Any questions about designing, and carrying out the lesson series? About giving feedback? About including peer feedback and self-assessment?

What is your mood at the end of this session?

Next...

• Next lesson: Friday, 25 April 2025
• Prep. work: See Brightspace

Thank you! Good luck! 

See you again 25 April!