Monday 4 September 2017

Feedback PD

Photos and notes from today 
 
   

Effectively Using Feedback in the Teaching and Learning Process

Critical Agendas

Melbourne 04/09/17

Facilitator Anna Bennett


Opening discussion about when we received feedback as students.

Most people remember negative feedback best.

When setting a task signpost what success and feedback looks like.


3 aspects of learning

  • Understanding
  • Knowledge 
  • Skills

Leaning activities must align to learning intentions

Visible teaching-signpost the learning

‘School work’ and ‘doing’ isn't necessarily learning

Use the term ‘learning tasks’

Research says: Shirley Clarke ‘Unpacking Formative Assessment’, Steve Dinham and 

refer Dylan William

Susan Brookhart: ‘Feedback that Fits’. Read the article and completed a Thinking Routines task for it.

Refer- Visible Thinking site.


Modelled a connect-extend- challenge task

Anna thinks it's import to signpost the teacher's role in a learning task.

We also looked at the See-Think-Wonder ( Ideal for a visual stimulus)

  • What do you see?
  • What do you think about that?
  • What does it make you wonder?

We also looked at ‘Compass Points’( good for controversial issues)  and other thinking tools and graphics organisers. ‘ Headlines’ a routine for capturing the essence.

Don't forget to explain to students why they are using thinking tools.

They can be used for self-monitoring. 


We looked at Wiliam’s ‘Icecream Scoop’ method 

  • Feedback is it ego involved ( Praise often has a zero impact) or task involved?
  • Feedback should focus on what and how to improve.
  • Feedback causes thinking ( Children need to think when they get feedback not react emotionally) 
  • Feedback that makes it clear that ability is not fixed it is incremental.
  • The concept of praise isn't  bad if it is attached to some achievement. Then it has power.
  • Use praise a teaching moment.


Hinge questions help the teacher determine whether children have understood a concept before moving on.

These should not be time consuming, involve the whole class. Hinge questions must have only one correct answer. They are designed so kids get it right for the right reason. 

Summarizing is important. Children need an opportunity to make connections.They need time to make meaning of what they are learning ( consider mindmapping) Each lesson should have AMT acquisition ( giving info) meaning making and transfer. (We often miss out on the meaning making stage. Children need to make meaning of their learning. To play with ideas and to synthesis information)

Feedback must link to learning intentions. ( Learning Intention: What is about to be learnt not the task.) Learning Intentions should not include context or the activity.

You do not need a learning intention for every lesson! Does not have to be about completing a task. BUT Success Criteria is about completing a task.

Anna thinks it is important to model success along with developing success criteria.

We talked about some of Wiliams’s feedback ideas ( mini whiteboards and traffic lights)   

Video on YouTube called : Classroom Experiment.

Anna talked about exit cards ( 1 thing I have learnt today or 1 question I now have ) they can be specific. List 3 proper nouns and 3 common nouns or I Can statements after a few lessons or a unit.

Student feedback about teaching

We looked at a survey from Measures of Effective Teaching. 

We also discussed the value of peer feedback.   


Things to consider at Glen Park:

  1. Feedback needs to focus on learning and not ego. (William)
  2. Make learning intentions more visible and link feedback to them.
  3. Consider feedback though student eyes.
  4. Ensure feedback doesn't become a lecture or an order. Students need to know they are in charge of their learning.
  5. Audit lessons against AMT ( Do I incorporate enough ‘meaning making’?) 
  6. Use questions as part of the feedback. ( ‘This answer needs more detail. You need information on A and B . Which do you plan to do first’?)
  7. Continue to model exemplary work samples.
  8. Make use of graphic reminders especially in writing but also maths for early years students ( already doing it in writing)
  9. Consider using the Tripod survey from Measures of Effective Teaching.
  10. We already maintain student portfolios.

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