TM Lesson 7

• Taal
• HBO
• Studiejaar 4

Welcome to Session 7: work session

Aim/WALT: Students are able to self assess and give effective feedback 

SC/WILF:

• Students can list the elements needed to design phases 1+2+3
• Students can distinguish between effective and ineffective feedback
• Students can formulate effective feedback
  

Let's start with a laugh. It's almost holidays :-)

https://youtu.be/JS7NRRCvmKM?si=DkD9d8-k4Ww9TZVD

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

Recap of last week's lesson. What is effective feedback? Give a detailed description.

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)

T

Is this an example of effective feedback?
'These SC are not SMART because they are not measurable.'

YES

NO

I don't know yet

Is this an example of effective feedback?
'There are several errors in the sentences, Please look up the rules and rewrite.'

YES

NO

I don't know yet

Is this an example of effective feedback:
'Your arguments are elaborate and convincing, but try to improve the structure of the paragraph. How does PEE work? What does a POINT include? Check p.3 of the hand-out if you have forgotten.'

YES

NO

I don't know yet

Is this an example of effective feedback:
'Your choice of activity is not supported by theory. Read (name author) chapter 2, paragraph 3 for relevant theory.

YES

NO

I don't know yet

Effective feedback forms

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

Which elements should a check-list for phases 1+2+3 of the lesson series include?

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

SElf-assessment and peer feedback on designing phases 1-3 of the lesson series.

Identify/Mark each of the SMART letters in the aim  of the lesson series.                            phase 1

Which learning linked to the aim does each SC show? Suggestions for EBI?                    phase 1

Identify/Mark each of the SMART letters in the aim of each of the two lessons               phase 1

Which learning linked to each lesson aim does each SC show? EBI?                                    phase 1

Has a variety of C4Us been selected? Divide them into informal and formal.                   phase 2

Why are the C4Us suitable? EBI?                                                                                                             phase 2

How is self-assessment used? Why is it effective? EBI?                                                              phases 2+3

How is the peer feedback used? Why is it effective? EBI?                                                           phases 2+3

Which way of analysing student responses has been chosen? EBI?                                     phase 3

Exit ticket about designing the lesson series and effective feedback:
What are you confident about?
What do you need help with?
Which questions have you got?