The flow of the lesson: the place of feedback

IF WE GET FEEDBACK RIGHT IT HAS A SIGNIFICANT IMPACT ON LEARNING

Reflect and Focuswhat exactly are we doing?

This term we are highlighting that we are intentionally turning our focus to …LEARNING

One of our foundation stones is BEP

Looking at Hattie’s findings of what factors have highest effects on learning

We are looking at how to make learning visible

We are open to finding out that we can do things differently and better

We as a staff are committing ourselves to ongoing change for the better of the children, one habit at a time and with each other

Success Criteria: I can articulate what

effective feedback is I can identify one or two

new habits I will implement with a partner teacher

Feedback serves various purposes in reducing the gap:

Provide cues that capture attention

Improve focus on succeeding

Direct attention towards processes

Provide information about misunderstood ideas

Motivational therefore more student effort

What else does Hattie say?

watch-v=3pD1DFTNQf4.url

WHERE THE CHILD WHERE THEY NEED TO

IS AT BEBuilding Relationship and Class Culture:

STUCK?

GREAT!

It was worth you coming

to schooltoday !

Guy Claxton Talk about learning by Teaching and Learning in South Australia.url

“This means there needs to be a classroom culture in which there is

minimum peer reactivity to not knowing or acknowledging of errors, and in which

there is low personal risk involved in responding publicly and failing”.

Alton-Lee & Nuthall, 1990

HOW DO YOU FEEL IF YOU ARE IN PD AND YOU COULD BE ASKED AT ANY SECOND AND YOU MIGHT NOT KNOW THE

ANSWER? NERVOUS

3 Feedback QuestionsWhere am I going?

LI’s and SC are very important

Mastery related

Challenging Goals – this is when feedback is effective

Laying foundation for self-regulation

How am I going there?

Progress feedback in relation to where they started and where they will end up.

Rapid formative feedback in relation to criteria of success

Strategies:

- Clarifying and sharing ideas

- Engineering classroom discussions, questions and learning tasks

- Encourage students to own learning

- Activating students as resources of each other

Where to next?

Helps with choosing next tasks

Leads to self-regulation and deeper understanding

Challenge them to think of what their next step is and how to achieve this.

How can our language change?

How can we make room for this in each lesson?

Group Challenge:

Learning Intention: To identify and describe Hattie’s four feedback levels.

In your groups use a graphic organiser to show the different levels with:

- A one sentence descriptor- What it is useful for- An example of yours- 2 ways you can do this is class

What are we doing well and

what do we need to do better?

What does Hattie say about …?

Reflect:

Frequency of feedback to individual children?

Do we give enough of this? If not why not?

Types of Feedback: Discuss…

What is meant by ‘Disconfirmation’ and ‘Confirmation’?

What does Hattie day about Peer Feedback?

Assessment as Feedback

Communicating Learning – Dr Cherie Taylor-Patel

The learner is the person who needs to know the most about their learning

Know your students…know them before you teach them – Relationship

Make children assessment literate. Visual in the class with examples, progress. This challenges teachers to understand assessments too

“Teachers too often see assessment feedback as making statements about students and not about their teaching and hence the benefits of feedback from such testing are often diluted.” Hattie

Rapid Formative FeedbackVERY POWERFUL AND THEREFORE INTEGRAL IN OUR

APPRAISAL55 Key Factors

• Students are actively involved in their own learning processes

• Effective feedback is provided to students

• Teaching activities are adapted in a response to assessment results

• Students are able to perform self-assessments

• The influence of assessment on students’ motivation and self-esteem is recognised

5 major strategies 1. Clarifying and sharing learning intentions and

criteria for success

2. Engineering effective classroom discussions and other learning tasks that elicit evidence of student understanding

3. Providing feedback that moves learners forward

4. Activating students as instructional resources for one another

5. Activating students as the owners of their own learning

So what is the big picture here? Where we see our impact as teachers and are continuously

evaluating what we can do to enhance learning

Feedback is shown to be an effective tool we as educators can use to optimise learning.

We need to continually cultivate classroom culture…

“Great you are stuck…you are going to learn something new!”

We need to make space for this feedback in our planning

We need to focus on LEARNING and listen to what learning is visible

See how assessments give us information on OUR TEACHING

Choose an aspect that we are going to specifically focus on developing. Discuss with a teacher you work closely with.