Mari TM Lesson 4

How are you feeling today?
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Slide 1: Quiz
TaalHBOStudiejaar 4

This lesson contains 30 slides, with interactive quizzes and text slides.

time-iconLesson duration is: 60 min

Items in this lesson

How are you feeling today?

Slide 1 - Quiz

Welcome to session 4
  • Support with aims and SC: tutorials
  • Recap previous sessions 
  • WALT/Aim
- At the end of the lesson, students can design phases 1+2+3 of the feedback loop for an 
   assignment of 30 mins and use theory (from the course) to support their choices
- Students can explain phases 1+2 of the feedback loop
- Students can describe phase 3 of the feedback loop
- Students can apply at least 3 different C4Us in phases 1+2
- Students can incorporate self-assessment and peer feedback in phase 2

Slide 2 - Slide

Aims, SC, alignment - updates
but first...

Slide 3 - Slide

Ramadan Mubarak!

Slide 4 - Slide

Tutorial 1: single lesson

Slide 5 - Slide

Tutorial 2: lesson series

Slide 6 - Slide

Tutorial 3: check for SMART-ness & alignment

Slide 7 - Slide

Who can list the 5 phases of the feedback loop?

Slide 8 - Poll

Slide 9 - Slide

Have you tried out C4U in your class yet?
Yes, and it was very helpful!
Yes, but I'm still finding my way
Not yet

Slide 10 - Poll

Checks for Understanding
How did it go? Tell us!

Slide 11 - Slide

List 5 different C4Us. 3 informal and 2 formal ones.

Slide 12 - Open question

Phase 2: Gathering evidence of student learning (eliciting student responses)
  • teacher asks students to write on paper
  • teacher records verbal responses
  • teacher uses digital tools
  • teacher asks students to use self-assessment
  • teacher asks students to give peer-feedback

Slide 13 - Slide

Peer feedback
  • What is the purpose of peer feedback?
  • What are the prerequisites of peer feedback?
  • What are the advantages of peer feedback?
  • Are there also disadvantages to peer feedback?

Slide 14 - Slide

Peer feedback and Self-evaluation
• More than looking for errors and weaknesses

• Thinking out loud

• Actively working with success criteria

• Need guidelines and support

• Can be done individually or in groups
• Making teacher a bit more redundant

• Teacher concerns: losing control, not serious enough, taking up too

much time

Slide 15 - Slide

Slide 16 - Slide

Phase 3

Slide 17 - Slide

Which option BEST describes phase 3: analysing and interpreting student responses ? Teacher.....
checks if students reached their aim(s).
uses SC to check if students reached the aim(s), notices www and what needs improvement
describes what was done in phase 2 and if the students did what they were asked to do.
tells students how they did in phase 2 and gives them individual feedback.

Slide 18 - Quiz

Analysis of student responses
  • Use the SC when analysing student responses to decide if each student has achieved the lesson aim. This can be done with peer feedback.
  • Rubrics can be used to help with the analysis. Only include SC in rubric!
  • Note who needs more help or more challenge and with what parts.
  • Can the students be put into categories based on the results? Do you see similarities between the results?
  • Use your analysis to decide how to use group feedback and individual feedback in phase 4.

Slide 19 - Slide

Colour coding evaluation
Green: good
Yellow: improve
red: wrong
blue: teacher comment

Text is first part of an argumentative essay CEFR-level: C1

Slide 20 - Slide

What do you currently need to consolidate your learning?
I need to take another look at alignment between aims and SC
I need to design an activity with peer feedback

Slide 21 - Poll

Group assignment (30mins) Choose the class of one group member to design the activity for
WALT: In 30 minutes, you are able to design phases 1+2+3 with self-assessment and peer-assessment for a 30-minute activity for your own students using theory to support your choices. What is/are the big idea(s) we want students to understand? Defend choice based on students' needs and link to theory where possible.
  • You can explain phases 1+2+3 of the FE cycle by Gulikers and Baartman (2017)
  • You can design EFFECTIVE self-assessment and peer-feedback
  • You can apply phases 1+2 of the FE cycle
  • You can describe and design phase 3 of the FE Cycle
What must students master to achieve your aim? Defend choice & link to theory.
Remember: ALL SC must show student learning!

HOW do you get students to master the SC? Which activities do you need to plan? Keep phase 3 in mind because you need to analyse the responses (in theory this time). Which three C4Us will you use to monitor student learning? Defend your choices and link them to theory. 

Slide 22 - Slide

Aim and SC alignment
  1. Watch Sølvi's 3rd tutorial on how to create SMARTer and more aligned aims and SC - and tutorial 1 if needed (15 min)
  2. Work in pairs/trios: Swap your aims and SCs from last class among yourselves
  3. Give feedback to each other based on Sølvi's tutorial (10 min)
  4. Adjust your work based on the feedback (5 min)


Slide 23 - Slide

Design an activity with Peer Feedback
  1. In groups, choose a class and an activity from one of your schools.
  2. Define the aim and SC for this activity (or use an existing aim and SC)
  3. Identify 3 different C4Us that you would use during/after the activity
  4. Create a Peer Feedback rubric using the SC
  5. Explain how you will be setting up the Peer Feedback activity (modelling, offering language/structures for peer feedback)
  6. Describe what kind of opportunities you could create for implementing the feedback
  7. Make a presentation, including all 6 points above

Slide 24 - Slide

Present your work

Slide 25 - Slide

Example activity
Activity: Presentations of a dream school using adjectives
AIM: Students can describe their dream school by describing the building, 3 teachers and 5 subjects to the rest of the class in 2 minutes 
- Students can use 5 different adjectives which describe character.
- Students can use 5 different adjectives which describe school subjects
- Students can use 3 different adjectives which describe a building
(-Students can use S-V-DO word order in English - if your focus is WO too)

Slide 26 - Slide

Peer feedback (20 min)
Each group gives feedback on the assignments made by 2 other groups. Pay attention to:
  1. Is the aim SMART? S=Specific, M+Measurable, etc. No? Add EBIs. (Even Better If)
  2. Are the SC SMART? No? Add EBIs. Timely is not necessary for SC.
  3. Do all SC show student learning? No? Give feed-forward so they do.
  4. Have 3 different C4Us been implemented? 
  5. Have choices been linked to theory?

Make sure to give EFFECTIVE  peer feedback, so focus on WWW and EBI.

Add the comments and suggestions on coloured POST ITs in clear handwriting.


Slide 27 - Slide

Analysis of the peer feedback

Slide 28 - Slide

Questions I still have about applying phases 1+2 and designing phase 3:

Slide 29 - Open question

(by)next week:
HW: carry out a Peer Feedback activity in class and be ready to discuss how it went
Next week's class:
Student sample of final assignment + its assessment will be discussed
Plus we'll delve deeper into effective (peer) feedback

Slide 30 - Slide