TM Lesson 6

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Slide 1: Quizvraag
TaalHBOStudiejaar 4

In deze les zitten 29 slides, met interactieve quizzen en tekstslides.

time-iconLesduur is: 60 min

Onderdelen in deze les

How are you feeling today?
A
B
C
D

Slide 1 - Quizvraag

Week 5 recap:
Did you go over the LessonUp PDF on Brightspace for week 5?
A
Yes
B
I quickly scanned it
C
Not yet

Slide 2 - Quizvraag

Any questions regarding the sample provided in "in class - week 5"?

Slide 3 - Open vraag

Welcome to session 6: Feedback time!
WALT/ AIM: Before the end of the lesson, students are able to apply SMART peer feedback on one peer's 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 4 - Tekstslide

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

Slide 5 - Poll

Slide 6 - Tekstslide

SLO,
(2022)
E
x
t
r

i
n
f
o

Slide 7 - Tekstslide

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 8 - Tekstslide

(Queen’s University Ontario)

Slide 9 - Tekstslide

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

Slide 10 - Poll

'Timely' refers to
A
Feedback is given with a time limit
B
Feedback is given at the right time
C
Feedback is given when you finish class
D
Feedback is given when you have the time to do so

Slide 11 - Quizvraag

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. 

Slide 12 - Tekstslide

'Goal-directed' refers to
A
Being related to the aims and SC
B
Aiming for the highest grade

Slide 13 - Quizvraag

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 14 - Tekstslide

'Encourages self-assessment' means
A
Engaging students' sense of ownership for their learning
B
Feedback should come from self-assessment activities

Slide 15 - Quizvraag

'Descriptive' refers to
A
Describes the instructions again
B
Describes the next steps

Slide 16 - Quizvraag

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 17 - Tekstslide

'Ongoing' means
A
It provides many opportunities for learning and improvement
B
It is timely

Slide 18 - Quizvraag

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 19 - Tekstslide

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

Slide 20 - Quizvraag

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 21 - Tekstslide

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 22 - Quizvraag

'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 (2017) (source on Brightspace - in class folder)
A
2
B
3
C
4
D
5

Slide 23 - Quizvraag

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

Slide 24 - Tekstslide

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 25 - Tekstslide

Give feedback on the lesson series plan of one of your peers by using the peer feedback form (20-25 mins)
Brightspace - week 6 - in class - peer feedback phases 1-3

Slide 26 - Tekstslide

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

Slide 27 - Woordweb

Any questions about designing, and carrying out the lesson series? About giving feedback? About including peer feedback and self-assessment?

Slide 28 - Open vraag

Slide 29 - Tekstslide