TM Mari's class Lesson 7

• Taal
• HBO
• Studiejaar 4

Welcome back!

Lesson 7 - Programme

• Motivation theory
• Effective feedback
• Assignment: work with the received feedback to adjust your paper

The connection between feedback and student motivation 

According to Sarah Donarski, there are two types of bias. What are they?

1. Researcher bias
2. Positivity bias
3. Negativity bias
4. Teacher bias

Provide a brief description of 'negativity bias'

Better safe than sorry - pre-empting negativity. 

Provide a brief description of
'positivity bias'

Suggestions (by Sarah Donarski) regarding feedback

1) Clear and instructive feedback can be enough for reflective thinkers at the top end.
2) For vulnerable learners, you may need to help developing their positive bias to develop their internal motivation.
3) All feedback must be engaged with.
4) Be aware that biases are a natural reaction.

Additional theory

What comes to mind when you think of 'growth mindset' (Carol Dweck)?

Make notes of where you identify elements of GMS and CAR - Be ready to share :)

Competence / Autonomy / Relatedness

Focus on key practices :)

Using the input we discussed during this session, let's evaluate some examples of feedback.

Be ready to justify your choices!

Example of feedback:
Keep up the good work!

good

bad

don't know

Example of feedback:
These SC are not SMART because they are not measurable.

good

bad

don't know

Example of feedback:
This is terrible. Did you even try?

good

bad

don't know

Example of feedback:
Your arguments are elaborate and convincing.

good

bad

don't know

Example of feedback:
Your choice is not supported by theory. Read (name author) chapter 2, paragraph 3 for relevant theory.

good

bad

don't know

Effective feedback forms

• Self-assessment and peer feedback forms are based on the elements included in the SC. 
• They are not simple yes/no checklists. Why not? 

Compare these two feedback forms for a formal letter. SC cover lay-out and formal vocabulary. Which form is the most effective? Why?

A

B

Self-assessment / peer feedback tool for
TM assignment - what should be included?

Self-assessment and peer feedback on designing phases 1-3 of the lesson series.

Identify/Mark each of the SMART letters in the aim  of the lesson series.                            phase 1

Which learning linked to the aim does each SC show? Suggestions for EBI?                    phase 1

Identify/Mark each of the SMART letters in the aim of each of the two lessons               phase 1

Which learning linked to each lesson aim does each SC show? EBI?                                    phase 1

Has a variety of C4Us been selected? Divide them into informal and formal.                   phase 2

Why are the C4Us suitable? EBI?                                                                                                             phase 2

How is self-assessment used? Why is it effective? EBI?                                                              phases 2+3

How is the peer feedback used? Why is it effective? EBI?                                                           phases 2+3

Which way of analysing student responses has been chosen? EBI?                                     phase 3

Revise your assignment

• Engage with the feedback that you have received from me in order to revise your paper/outline
  
• If you haven't received feedback, first self-assess your work (next slide)
  
• Next, adjust your work based on your self-assessment
  

By when should you have executed your lesson series?

If you haven't done so yet, carry out your lesson series no later than the middle of May to make sure you have enough time to complete the final paper/video and ask questions before the deadline.

Exit ticket about the summative assignment:
What are you confident about?
What do you need help with?
What questions do you still have?