TM Lesson 7 - 2425

• 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
  

Tradition: 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)

Remember these?

The connection between feedback and student motivation 

According to Sarah Donarski, there are two types of bias. What are they?

1. Researcher bias
2. Positive bias
3. Negative bias
4. Teacher bias

Provide a brief description of 'negative bias'

Better safe than sorry - pre-empting negativity. 

Provide a brief description of 'positive bias'

Interestingly, research has shown that, in some cases, positivity bias can be internally motivating for students.

What suggestions did Sarah Donarski give regarding feedback?

1) they tend to ignore vague ' well done, johnnie' comments. 

2)Dijk and Kluger (2011) found that a student's 'intention to exert effort' was significantly impacted by the positive comments they were receiving.

3) This can help prevent both 'top end' and vulnerable students from ignoring feedback and developing any positive or negative bias at all.

- Unless engaged with, feedback can be forgotten.

-Focus on giving "constructive feedback", it's intended to "discourage undesired behaviour and replace it with a preferred behaviour".

4) Some students will opt to ignore feedback, whereas other will reflect strongly.

The level of positivity or negativity we use in our feedback may differ across our students and classes - know your learners!

Additional theory

What comes to mind when you think of 'growth mindset'?

Focus on key practices :)

Using the input we discussed during this session, let's evaluate some examples of feedback.

Be ready to justify your choices!

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:
Your arguments are elaborate and convincing.

good

bad

don't know

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

good

bad

don't know

Effective feedback forms

• Self-assessment and peer feedback forms are based on the elements included in the SC. 
• They are not yes/no check lists. Why not? 

Compare these two feedback forms for a formal letter. SC cover lay-out and formal vocabulary. Which form is the most effective? Why?

A

B

Review your outline for the TM formative on the 4th of november

• Review your aims and SCs, are they SMART?
• Self-assess your lesson outline (thus far) do you see all your SCs in activities in your lesson? Is there alignment?
• After self-assessment, share your outline with a peer
• Give constructive feedback to the outlines of one of your peers. 

If you do not yet have an outline, you will use the lesson time to finalise it.

The deadline for uploading your formative is on the 4th of november through Brightspace - Assignments. 

Formative on the 4th of november

On, or before, the 4th of November you hand in the following in one complete file:

1. Your aims and succes criteria for your lesson series 
   + lesson 1 and 2
2. Your lesson outline, what do you plan on doing in lesson 1 and 2
3. Chapter 1 (student description)

By when must we have taught our lesson series?

If you haven't done so, carry out your lesson series no later than the start/middle of December to make sure you have enough time to complete the final paper/video and ask questions before the deadline.

Exit ticket about the summative assignment:
What are you confident about?
What do you need help with?
What questions do you still have?