TM Lesson 7/8 - Tjitske

• Taal
• HBO
• Studiejaar 4

Teaching Methodology

ETTP - Year 4

FT - Semester 2

Sessions 7&8 - Friday, 25 April 2025

Tjitske Hoogendijk-Pruim

[e-mail]

Good Morning & Welcome Back!

Update feedback formative assessment

Welcome to lesson 7+8

Aim/WALT: At the end of the lesson, students are able to identify the five steps of Gulikers and Baartmans' 5-cycle feedback loop from a written explanation and apply the model by writing SMART-based peer feedback on a short student product.

SC/WILF:

• Students are able to list all five steps of Gulikers and Baartmans’ feedback cycle from memory after reading a short description of the model
• Students are able to rewrite three given feedback examples to make them SMART by adjusting for specificity and measurability.
• Students are able to write one piece of peer feedback on a sample student product using the 5-cycle loop as a guide..

I can list the five phases of the FE loop

YES

NOT YET

Moment of truth: List the 5 phases of the FE cycle without using your notes.

Collect evidence of learning

Collect evidence of HOW students reach the aim.

C4Us = Checks for Understanding

Suggestions for the example of 5 sentences about yourself?

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? Which activities can you come up with to make sure your students reach the aim set in phase 1?

Aims and success criteria (SC)

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

SC = HOW will your students reach the aim?

Let's discuss the connection between feedback and student motivation 

Recap: Last session's reading (week 6) by Donarski (2017).

Take max. 5 minutes to re-read / recap the article. 

The article "Feedback, Mindset and Motivation – Linked?" by Sarah Donarski (2017) explores the intricate relationship between the feedback students receive, their mindset, and their motivation. It delves into how different types of feedback can influence students' self-perception and subsequent academic behaviours.

Key Points:

• Processing Feedback Differently: Students process positive and negative feedback in distinct ways. Positive feedback often reinforces existing beliefs, while negative feedback can trigger defensive reactions due to its association with emotional discomfort.​

• Negativity Bias: Students may focus more on negative feedback, especially if they've invested significant effort into their work. This can lead to a fixed mindset, where they perceive themselves as incapable in certain subjects.​
  
  
• Positivity Bias: Conversely, some students may overlook critical feedback, leading to overconfidence or "illusory superiority." While this can be motivating for underachievers, it may also hinder their academic growth.​

• Tailored Feedback Approaches: Effective feedback should be adapted to the student's level and emotional maturity. High-achieving students may benefit more from clear, constructive feedback, while vulnerable learners might need more positive reinforcement to build confidence.​

• Engagement with Feedback: For feedback to be effective, students must actively engage with it. This interaction helps prevent the development of biased self-perceptions and promotes accurate self-awareness.​

In essence, the article emphasises the importance of understanding how students perceive and react to feedback. By tailoring feedback to individual needs and ensuring students engage with it, educators can foster a growth mindset and enhance 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:
Your choice is not supported by theory. Read (name author) chapter 2, paragraph 3 for relevant theory.

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

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

How can you apply what we have discussed today in your lessons?

By when must we have taught our lesson series?

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

(Peer-)feedback session 23 May --> Come prepared!

You'll have the formative feedback before next Friday!

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

Next...

• Next lesson: Friday, 9 May 2025
• Topic: Phase 5: Reflection and implications for teaching practice
• Prep. work: See Brightspace (session 9)

Thank you! Have a great May Break!