TM Lesson 7

• Taal
• HBO
• Studiejaar 4

Welcome to lesson 7

Aim/WALT: Students are able to give useful feedback 

SC/WILF:

• Students can distinguish between good and bad feedback
• Students can provide peers with useful feedback
  

Our usual: Can you list the 5 phases of the FE cycle without using your notes?

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)

Let's check the meaning of each term

'timely' refers to

1. feedback given with a time limit
2. feedback given at the right time

timely

The students are not too far along in the process so they can improve without too much back tracking 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

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?" 

'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 oportunities 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.

Example of feedback:
'Nice job!'

good

bad

don't know

Example of feedback:
Keep up the good work!

good

bad

don't know

Example of feedback:
These SC are not SMART because they are not measurable.

good

bad

don't know

Example of feedback:
This is terrible. Did you even try?

good

bad

don't know

Example of feedback:
Your arguments are elaborate and convincing.

good

bad

don't know

Example of feedback:
Your choice is not supported by theory. Read (name author) page 2, paragraph 3 of the studied article for relevant theory.

good

bad

don't know

Which aspects of the summative assignment
should be included in a form to be used for
effective peer feedback?

Feedback check-list for outline
summative TM assignment

Check-list outline TM summative assignment 

Is there a sufficient number of lessons (minimum 2)?

Is the aim of the lesson series SMART? Why (not)?

Are the SC for the lesson aim SMART? Why (not)?

Has a variety of C4Us been selected? Which?

Are the C4Us suitable? Why (not)?

Are there global lesson plans?

Are ways of collecting student responses included?

Are ways of analysing student responses included?

Are ways of communicating results of the analysis included?

Your ideas for the TM summative assignment and peer feedback

• Write the outline for your own summative assignment
• Post your outline on Brightspace (weeks 8a and 1b) after self-assessment with the check-list.
• Give feedback to the outlines of two of your peers on BS. Use the check-list.
• Carry out your lesson series (2-4 lessons) in the two weeks after the May holidays to make sure you have enough time to complete the final paper/video and ask questions before the deadline.

Exit ticket:
Any questions about today's lesson or the next step?