TM Lesson 6

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Slide 1: Quiz
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Cette leçon contient 18 diapositives, avec quiz interactifs et diapositives de texte.

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How are you feeling today?
A
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

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 3 - Diapositive

(Queen’s University Ontario)

Slide 4 - Diapositive

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

Slide 5 - Quiz

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

Slide 6 - Quiz

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

Slide 7 - Quiz

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

Slide 8 - Quiz

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

Slide 9 - Quiz

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

Slide 10 - Quiz

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, it, a name or a thing is the subject of the sentence?
D
You have made a lot of mistakes in your sentences. Please look up the rules and do better next time.

Slide 11 - Quiz

'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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2
B
3
C
4
D
5

Slide 12 - 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 13 - 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 14 - Quiz

Peer Feedback & Self-assessment: examples
Brightspace - Session 5 - Post
'3 examples...'


Slide 15 - Diapositive

Peer feedback form
  • Go to Brightspace - Session 6 - Class time - Peer feedback form
  • Reformulate the feedback form so it will become effective
  • Use the feedback form to give each other feedback and feed forward on your assignment
timer
8:00

Slide 16 - Diapositive

Give Peer Feedback!
Give feedback on the lesson series plan of one of your peers using the peer feedback form (20-25 mins)
For homework, you were asked to bring:
  • Description of learners
  • Description of lesson series (with theory)
  • Aim for lesson series and SC
  • A variety of C4U
  • Description of intended self-assessment and peer feedback

Slide 17 - Diapositive

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

Slide 18 - Question ouverte