TM Lesson 7

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
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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

Slide 1 - Diapositive

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

Slide 2 - Diapositive

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

Slide 3 - Question ouverte

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

Slide 4 - Question ouverte

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)




Slide 5 - Diapositive

T

Slide 6 - Diapositive

Is this an example of effective feedback?
'These SC are not SMART because they are not measurable.'
YES
NO
I don't know yet

Slide 7 - Sondage

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

Slide 8 - Sondage

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

Slide 9 - Sondage

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

Slide 10 - Sondage

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? 

Slide 11 - Diapositive

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

Slide 12 - Question ouverte

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

Slide 13 - Diapositive

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



timer
15:00

Slide 14 - Diapositive

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?

Slide 15 - Question ouverte