TM Lesson 4

• Taal
• HBO
• Studiejaar 4

How are you feeling today?

1. 
2. 
3. 
4. 

Welcome to Lesson 4

• Recap previous lessons 
• WALT/Aim: 

- Students can design phases 1+2+3 of the feedback loop for an assignment of 30 mins and 

   use theory (from the course) to support their choices

• WILF/SC: 

- Students can explain phases 1+2 of the feedback loop

- Students can describe phase 3 of the feedback loop

- Students can apply at least 4 different C4Us in phases 1+2

- Students can incorporate self-assessment and peer feedback in phase 2

Who can list the 5 phases of the feedback loop?

YES

NOT YET

Explain phases 1+2 (indicate each description with the number of the phase)

I can explain the difference between formal and informal C4Us.

YES

NOT YET

List 5 different C4Us. 3 informal and 2 formal ones.

Gathering evidence of student learning

• teacher asks students to write on paper
  
• teacher records verbal responses
  
• teacher uses digital tools
  
• teacher asks students to use self-assessment
  
• teacher asks students to give peer-feedback
  

Peer feedback and Self-evaluation

• More than looking for errors and weaknesses

• Thinking out loud

• Actively working with success criteria

• Need guidelines and support

• Can be done individually, in groups or as a class

• “learning learning"

• Making teacher a bit more redundant

• Teacher concerns: losing control, not serious enough, taking up too

much time

Give a brief definition of peer feedback and self-assessment

Phase 3

Watch video from 1.54

https://player.vimeo.com/video/453593429

Which option best describes phase 3: analysing and interpreting student responses ? Teacher.....

1. checks if students reached their aim(s).
2. uses SC to check if students reached the aim(s), notices what needs improvement
3. describes what was done in phase 2 and if the students did what they were asked to do.
4. tells students how they did in phase 2 and gives them individual feedback.

Analysis of student responses

• Use the SC when analysing student responses to decide if each student has achieved the lesson aim
• Rubrics can be used to help with the analysis
• Note who needs more help or more challenge and with what parts
• Can the students be put into categories based on the results? Do you see similarities between the results?
• Use your analysis to decide how to use group feedback and individual feedback in phase 4.

Colour coding evaluation

gree

Green: good

Yellow: improve

red: wrong

blue: teacher comment

Text is first part of an argumentative essay CEFR-level: C1

Group assignment (30mins) Choose the class of one group member to design the activity for

WALT: In 30 minutes, you are able to design phases 1+2+3 with self-assessment and peer-assessment for a 30-minute activity for your own students using theory to support your choices. What is/are the big idea(s) we want students to understand? Defend choice based on students' needs and link to theory where possible.

WILF: 

• You can explain phases 1+2+3 of the FE cycle by Gulikers and Baartman (2017)
• You can design self-assessment and peer-feedback
• You can apply phases 1+2 of the FE cycle
• You can describe and design phase 3 of the FE Cycle

What must students master to achieve your aim? Defend choice & link to theory.

Remember: ALL SC must show student learning.

HOW do you get students to master the SC? Which activities do you need to plan? Keep phase 3 in mind because you need to analyse the responses (in theory this time). Which three C4Us will you use to monitor student learning? Defend your choices and link them to theory. 

Example activity

Activity: Presentations of a dream school using adjectives

AIM: Students can describe their dream school by commenting on the building, 3 teachers and 5 subjects to the rest of the class in 2 minutes 

SC: 

- Students can use 5 different adjectives which describe character.

- Students can use 5 different adjectives which describe school subjects

- Students can use 3 different adjectives which describe a building

(-Students can use S-V-DO word order in English - if your focus is WO too)

Peer feedback (10min) 

Each group gives feedback on the assignments made by 2 other groups. Pay attention to:

1. What went well?
2. Is the aim SMART? No? Add EBIs. (Even Better If)
3. Are the SC SMART? No? Add EBIs.
4. Do all SC show student learning? No? Add suggestions so they do.
5. Have 3 different C4Us been implemented? 
6. Have they included an activity for peer-feedback and self-assessment?
7. Have choices been linked to theory?

Add the comments and suggestions on POST ITs in clear handwriting.

Break-out rooms: Upload a Word document in the chat. It will be given to another group for FB

Questions I still have about applying phases 1+2 and designing phase 3:

Example Assignment

• Carefully read through the assignment
• Use the rubric (module guide or pre-class week 4) to decide in pairs, how you would evaluate this and why.

Next session

Phases 2+3 self-assessment, peer feedback and analysis of

student evidence.

To do: prep work and take the Terminology quiz (in class week 4), if you haven't already.