TM Lesson 6

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Slide 1: Quiz
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Cette leçon contient 28 diapositives, avec quiz interactifs et diapositives de texte.

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How are you feeling today?
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B
C

Slide 1 - Quiz

Welcome to session 6: Feedback time!
WALT/ AIM: Before the end of the lesson, students are able to apply SMART peer feedback on 3 different plans for the summative TM assignment.
WILF/ SC
  • Students can define and recognise SMART aims and SC
  • Students can evaluate if aim(s) and SC in a plan for the TM lesson series are SMART
  • Students can describe a variety of C4Us 
  • Students can evaluate if C4Us have been chosen effectively
  • Students can describe the requirements of SMART feedback
  • Students can formulate SMART feedback
          

Slide 2 - Diapositive

Can we reach a 100% score this time? Who can list the 5 phases of the feedback loop?
YES
NOT YET

Slide 3 - Sondage

Slide 4 - Diapositive

SLO,
2022
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Slide 5 - Diapositive

How do you ensure SC show student learning?

Slide 6 - 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 7 - Diapositive

(Queen’s University Ontario)

Slide 8 - Diapositive

'timely' refers to
A
feedback given with a time limit
B
feedback given at the right time

Slide 9 - Quiz

timely
The students are not too far along in the process so they can improve without too much back tracking and they have plenty of time to improve. This is also why feedback should be continuous. It is necessary to keep the students on the right track towards achieving the set aim. 

Slide 10 - Diapositive

'goal-directed' refers to
A
being related to the aims and SC
B
aiming for the highest grade

Slide 11 - Quiz

Goal-directed
Goal-directed is goal-related!

Link backwards and forwards to the aim and success criteria to reiterate the learning path and show students where they are. They will stay on track towards the set aim.

Slide 12 - Diapositive

'encourages self-assessment' means
A
engaging students' sense of ownership for their learning
B
feedback should come from self-assessment activities

Slide 13 - Quiz

encourages self-assessment
Feedback is all about ownership! 

All feedback opportunities should ask students to reflect on their own process. Encourage questions like, "What do I still not understand? How can I move forward?" and "What is my next step?" 

Slide 14 - Diapositive

'descriptive' refers to
A
describes the instructions again
B
describes the next steps

Slide 15 - Quiz

descriptive
The next steps! When focussing on what comes next, so how the students need to adjust their work to achieve the aim, link back to the what and why

Slide 16 - Diapositive

'ongoing' means
A
it provides many oportunities for learning and improvement
B
it is timely

Slide 17 - Quiz

ongoing
The earlier you catch a misunderstanding the better. Feedback is continuous. C4Us are used continuously and students receive instant feedback or (if necessary) elaborate feedback to keep them on track towards the aim.

Slide 18 - Diapositive

'collaborative' is important because
A
we want students to help each other
B
we want students to engage with the feedback

Slide 19 - Quiz

collaborative
We want students to see feedback as an important part of the learning process and to engage in discussions about their learning, understanding and progress with their teachers, peers, and selves.

Slide 20 - Diapositive

Which feedback is SMART?
A
Good job! I'm really proud of you. Your story is fantastic!
B
'Teached' is wrong. It should be 'taught'.
C
What happens to the verb when he, she or it is the subject of the sentence?
D
Tom is also 'he'.

Slide 21 - Quiz

Is this an example of SMART feedback for an argumentative essay? Explain.
'Good use of format! Address, date, salutation and closing are all correctly used. The construction of paragraphs needs more work. Use PEE (explanation on p.3 in the handout of the argumentative essay.)'

Slide 22 - Question ouverte

'As a rule of thumb, if we are helping individual students and find more than ....?... students facing the same problem, it’s worth stopping the class to offer guidance.'
Fletcher-Wood, H. (2017, October 22) The evidence on feedback: A decision tree. Improving Teaching. https://improvingteaching.co.uk/2017/10/22/the-evidence-on-feedback-a-decision-tree/
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Slide 23 - Quiz

Immediate feedback:
Immediate feedback is more effective for simpler tasks earlier in the learning process: correcting errors immediately leads to faster acquisition (Hattie and Timperley, 2007

Slide 24 - Diapositive

When should feedback be delayed or not given at all?
A
If students lack knowledge.
B
If the task provides its own feedback.
C
If the task is relatively easy for students or if it is a complex task.
D
If students have not done their best yet.

Slide 25 - Quiz

Which aspects of the summative assignment
should be included in a form to be used for
effective peer feedback?

Slide 26 - Carte mentale

Give feedback on the lesson series plan of one of your peers by using the peer feedback form (20-25 mins)

Slide 27 - Diapositive

Any questions about designing, and carrying out the lesson series? About giving feedback?

Slide 28 - Question ouverte