TM Lesson 9 - 25-5 SV

• Taal
• HBO
• Studiejaar 4

How are you feeling?

Welcome to TM session 9/10

Aim: At the end of the lesson, students can apply effective class and personal feedback and adjust their assignments based on the module guide.

SC: Students can describe the requirements of effective feedback

SC: Students can identify effective feedback

SC: Students can find the necessary resources to support their lesson design with the use of theory

SC: Students can use the module guide to describe essential elements of the final assignment

00:38

Feedback can be given by:
1.......
2.......
3.......

00:56

What are the 3 questions?

01:04

Goals need to be adequately.................... so students can succeed and grow.

1. easy
2. challenging
3. acceptable
4. surprising

01:37

Feedback can be directly related to the learning.....1....., the learning .....2.... or how students .....3......their learning.

02:19

Student benefits of effective feedback are.......
Teacher benefits of effective feedback are........

Benefits of effective feedback for students:

- Increase student effort and outcome 

- Lead to more effective learning strategies

- Improve students’ self-regulation

Benefits of effective feedback for teachers:

- Understand the impact of their teaching

- Enable them to adapt their strategies to better meet the needs of their students

02:40

How can teachers develop their feedback practices?

Effective feedback to this sentence from a letter of complaint with a SC focussing on correct use of formal language?

'The bike I bought broke down after one day. You can't sell stuff like that in your shop!'

1. The problem is clearly stated. Good! Contractions cannot be used in formal writing. How do you write 'can't' in full? What is a formal word for 'stuff'?
2. This is ridiculous! You cannot write stuff like this in a formal letter!
3. Your first sentence is correct, but the second one includes two mistakes : can't and stuff.
4. Can't --> cannot stuff -> items Remember to use formal language. Aside from this, you're doing great!

According to Hattie and Timperley (2007), there are 4 types of feedback. Which 2 are considered to be most powerful for learning?

1. feedback on task
2. feedback on process
3. feedback on self-regulation
4. feedback on self

Phase 5: Adapt teaching

Teachers should adapt their teaching when the analysis of  student learning shows that it is necessary. 

If students do not understand instructions or do not achieve learning aims, teachers must decide how to adapt their teaching so all students can achieve the aim and also challenge the students who have already achieved it.

After marking argumentative essays, a teacher notices the majority of the class has problems structuring a good body paragraph. Before the students started writing, he gave them a verbal explanation of how to structure a paragraph and let them read a good student sample. How can he adapt his teaching after giving them feedback? Discuss in pairs and upload.

Where can you find the theory to support your design?

1. You use Ebbens & Ettekoven
2. Google scholar
3. In our weekly preparation folders on Brightspace
4. Wikipedia

Please review the rubric (module guide - page 8). What is something we are likely to overlook but is still required?

Organising sources

• Go to this week's folder in BrightSpace.
• Open the shared document 'TM organising sources task'.
• Form 5 groups.
• Work together to identify which sources might be relevant to incorporate into each phase.
• Include the authors name(s) and provide a brief description of the topic they discuss.
• 1 phase per group.

Sharing is caring :)

What is needed for a complete description of phase 1?

What did you do and what did the students do in phase 1? Which theory supports your choices?

•  How did you make the aims and SC clear to the students?
• Which C4Us did you use to check if the students understood the aims and SC?

What is needed for a complete description of phase 2?

What did you do and what did the students do in phase 2? Which theory supports your choices?

• How did you collect evidence of student learning?
• Which C4Us did you use to check if the students mastered the SC?
• Which form of self-assessment did you use to check if the students mastered the SC?
• Which form of peer feedback did you use to check if the students mastered the SC?

What is needed for a complete description of phase 3?

How did you analyse and interpret the collected evidence of student learning? Which theory supports your choices?

• How did you check the evidence against the aim and SC?
• Which tools did you use to see how students mastered the SC? 
• How did you structure your evidence to be able to interpret it?
• Which conclusions did you draw based on the analysis?

What is needed for a complete description of phase 4?

How did you communicate your analysis and interpretation of the collected evidence of student learning with your students? Which theory supports your choices?

• Which tools did you use to provide your students with feedback?
• Feedback to the entire class? To groups? To individual students? Why?
• How did you make sure your students understood the feedback?
• What did your students have to do with the received feedback?

What is needed for a complete description of phase 5?

How did you adapt your teaching to make sure more students achieved the aim? Which SC did you focus on? How did you make sure students who achieved the aim were challenged to improve themselves too? Which theory supports your choices?

• Which activity/activities did you choose?

Time to work on your final TM assignment and ask questions if you have any. Use your peers too!

What have I learnt today? Do you have any remaining questions?