TM Lesson 6

• Taal
• HBO
• Studiejaar 4

How are you feeling today?

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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

          

Can we reach a 100% score this time? Who can list the 5 phases of the feedback loop?

YES

NOT YET

SLO,

2022

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How do you ensure SC show student learning?

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)

'timely' refers to

1. feedback given with a time limit
2. feedback given at the right time

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. 

'goal-directed' refers to

1. being related to the aims and SC
2. aiming for the highest grade

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.

'encourages self-assessment' means

1. engaging students' sense of ownership for their learning
2. feedback should come from self-assessment activities

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?" 

'descriptive' refers to

1. describes the instructions again
2. describes the next steps

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. 

'ongoing' means

1. it provides many oportunities for learning and improvement
2. it is timely

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.

'collaborative' is important because

1. we want students to help each other
2. we want students to engage with the feedback

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.

Which feedback is SMART?

1. Good job! I'm really proud of you. Your story is fantastic!
2. 'Teached' is wrong. It should be 'taught'.
3. What happens to the verb when he, she or it is the subject of the sentence?
4. Tom is also 'he'.

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.)'

'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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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

When should feedback be delayed or not given at all?

1. If students lack knowledge.
2. If the task provides its own feedback.
3. If the task is relatively easy for students or if it is a complex task.
4. If students have not done their best yet.

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

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

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