TM Lesson 6 Final

• 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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In summary:

Formulate learning aims in 'learner language'.

Make learning aims clear to the learners.

Think about when to communicate learning aims to the student. This depends on why, how, and for what purpose you want to use learning aims in your lesson.

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 is given with a time limit
2. Feedback is given at the right time
3. Feedback is given when you finish class
4. Feedback is given when you have the time to do so

Timely

• The students are not too far along in the process so they can improve without too much backtracking 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 and where they're headed.
• 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 opportunities 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'.

'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)

Delayed feedback, on the other hand, is more effective with more complex tasks and where we want students to transfer learning from one task to another

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.

 The important thing to remember is that feedback is not always helpful: it may make students dependent on feedback, rather than alert to their own errors (Kluger and DeNisi, 1996).

A- RETEACH EXPLICITLY

D - STUDENT CHECKLIST

B- 

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  using the peer feedback form (20-25 mins)

Feedback from can be found in Brightspace - week 6 - in class - peer feedback phases 1-3.

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

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

See you next week!