TM Lesson 5

• Taal
• HBO
• Studiejaar 4

How are you feeling?

On a scale of Dylan Wiliam, how are you today?

Welcome to TM session 5

• Recap of last week's lesson
• 2 aims today, including discussing the student sample of the final assignment with teacher feedback (rubric) and phase 3 focussing on self-assessment and peer feedback.          

Part 1 of this session

WALT/AIM: Students can explain in detail what is expected of them in the final assignment of the module

WILF/SC: 

- Students can describe the different elements of the final assignment.

- Students can 

Part 2 of this session

WALT/ AIM: Before the end of the lesson, students are able to incorporate self-assessment and peer feedback in their classroom and use the results in their analysis of student learning in phase 3.

WILF/ SC:

       - Students can explain different ways of creating a safe classroom environment

       - Students can describe different ways of designing self-assessment

       - Students can explain different ways of designing peer feedback

       - Students can define phase 3 of the feedback loop

       - Students can explain different ways of analysing student learning

Here we go again: Who can list the 5 phases of the feedback loop now?

YES

NOT YET

What did you learn from last week's peer feedback assignment? What are questions you still have?

Questions from last week's exit ticket

Who can describe the final assignment and knows what is required to pass it?

YES

NOT YET

Sample of final assignment

• Sample student paper  
• Completed rubric
  

Grade boundaries

Who can describe the final assignment and knows what is required to pass it?

YES

NOT YET

Self-assessment on the FE loop

• Complete the self-assessment form based on what we have done in the lessons so far
• Reflect on your results. What do you master? What needs more work? How will you approach it? What do you need?

Peer feedback

Think-Pair-Share:

• What is the purpose of peer feedback?
• What are the prerequisites of peer feedback?
• What are the advantages of peer feedback?
• Are there also disdvantages of peer feedback?
• How can peer feedback be carried out in the classroom? At home?

• Research and present within a small group, which then judges each talk.
• Make a judgement about an answer and suggest improvements.
• Use the criteria to give feedback about their peer’s work.
• Research answers in order to give feedback about their peer’s work.
• Comment on anonymous work.
• Indicate how confident they are about a topic or task (both before and after an activity).
• Write questions to match a learning outcome and then answer questions written by others.
• In groups, generate questions for homework, then select the best through class discussion.
• Analyse a marking scheme and apply it to their own or others’ work.
• Develop the learning outcomes for a given area of work for themselves.

How do you create a safe environment in your classroom to encourage peer feedback?

Study flow puzzle

• In groups of 3
• All members complete a level before the group continues
• Help each other VERBALLY with instructions or SHOW the action needed by using your own paper. 

Want to try it out with your students: https://s3-eu-west-1.amazonaws.com/assets.studyflow.nl/wordpress/docs/Vouwpuzzel-2020.pdf

Homework for next week:

Finalize your ideas for the final assignment FE lesson series to get peer feedback on your ideas next week:

Include:

• Description of your students (CEFR level, age, level of education,       students' needs)

• Description of lesson series assignment and relation to course
• Aim for lesson series + SC
• Aim per lesson + SC 
• A variety of C4U
• Description of intended self-assessment and peer feedback

What did you learn today?