TM Lesson 5 - Tjitske

• Taal
• HBO
• Studiejaar 4

Teaching Methodology

ETTP - Year 4

FT - Semester 2

Session 5 - Friday, 21 March 2024

Tjitske Hoogendijk-Pruim

[e-mail]

Good morning!

Welcome to TM session 5!

• Recap of last week's lesson
• Assignment recap
• Prep. work: Self-assessment & peer-feedback
• Peer-feedback in the classroom
• Theory quiz
• Time to work on your assignment       

What do you remember
from our previous lessons?

Aim and SCs 

WALT/ AIM: Before the end of the lesson, students are able to incorporate self-assessment and peer-feedback in their classroom and use the results in their analysis of student learning in phase 3.

WILF/ SC:

       - Students can explain different ways of creating a safe classroom environment

       - Students can describe different ways of designing self-assessment

       - Students can explain different ways of designing peer feedback

       - Students can define phase 3 of the feedback loop

       - Students can explain different ways of analysing student learning

Here we go again: Who can list the 5 phases of the feedback loop now?

YES

NOT YET

Collect evidence of learning

Collect evidence of HOW students reach the aim.

C4Us = Checks for Understanding

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?

Aims and success criteria (SC)

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

SC = HOW will your students reach the aim?

Who can describe the final assignment and do you know what is required to pass it?

YES

NOT YET

Exemplar

• Brightspace - Assessments and submission -  exemplar

• Jigsaw reading - divide chapters in groups of 4
• Share (summarise) what you read

Any questions/worries?

Self-assessment & Peer-feedback

Phases 2 & 3

Pre-class work check
(from week 4):

 
Self-assessment and
Peer-feedback

What is the benefit of peer-feedback according to Dylan William?

1. peers supporting each other benefits the classroom environment
2. it makes the learners feel seen
3. engages learners and strengthens their relationship with each other and their own learning.
4. it is fun!

How could you implement self-assessment and peer-feedback opportunities in YOUR lessons?
(You have to include this in your lesson series!)

How not to give feedback...

Strategies for Effective Feedback

1. Build in a follow-up task in which students can apply feedback information from the first draft.
2. Have students identify and state what kind of comments they would like.
3. Have students respond to feedback information with a plan for what they are going to do with it.
4. Have students judge their work against criteria or a rubric before they hand it in.
5. Facilitate peer-feedback sessions.
6. Distinguish between mark justification and feedback information when making comments.
7. Focus on comments for improvement rather than corrections (feedback vs. feed-forward).
8. Point to models and exemplars of good work.
9. Train students to be feedback literate (i.e., what feedback is and how they can make it work).
   

Self-assessment

• Successful formative feedback entails a high level of self-assessment.
  
• Students monitor and evaluate their own performance and identify strategies necessary to reach their desired learning goal(s).
• Instructors can encourage self-assessment by providing structured opportunities for self-monitoring.
• Reflection on the task and their learning progression.
• Identifying strengths and weaknesses in their performance.
• Evaluating their work compared to the desired outcome criteria.
• Reflecting on their achievements.
• Asking them to indicate the type of feedback they would like to receive on their performance

Peer-feedback

Think-Pair-Share:

• What is the purpose of peer-feedback?
• What are the prerequisites of peer-feedback?
• What are the advantages of peer-feedback?
• Are there also disadvantages of peer-feedback? If so, what?
• How can peer-feedback be carried out in the classroom? At home?

How do you create a safe environment in your classroom to encourage peer-feedback?

Optional: Retake the quiz

https://wordwall.net/resource/52613624

or Brightspace week 4 - in class - Terminology and theory quiz Formative Evaluation

Work time
Work on the formative assignment

Use the remainder of the lesson time to think about and write:

1. Your aims and success criteria for your lesson series (lessons 1 and 2)
2. Your lesson outline (lesson plan), what do you plan on doing in lessons 1 and 2?
3. Chapter 1 (student description)

Feel free to brainstorm with a peer. 

Finish this and bring it to class next week for peer-feedback!

Homework (for 28 March)

Write down and bring your ideas for your assignment (FE lesson series) to get peer-feedback on your ideas next week. Include:

• Description of your students (CEFR level, age, level of education,       students' needs)

• Description of lesson series assignment and relation to the course
• Aim for lesson 1 and 2 + SC 
• A variety of C4Us
• A description of intended self-assessment and peer feedback

Thank you!

Have a great weekend!

If you have time, continue working on your assignment. 

See you next week!