Feedback.pptx
https://www.youtube.com/watch?v=0lzY7_fuEdI
Lesduur is: 20 minOnderdelen in deze les
https://www.youtube.com/watch?v=0lzY7_fuEdI
DO NOW Activity:
THINK of a time when feedback helped you improve. What made it effective? You can write this on your MWB or LAPTOP
PAIR your experience with the person next to you. 30 seconds for partner A then switch.
SHARE- Cold Call coming ...BRR
‘Effective feedback should focus on moving learning forward, targeting the task, subject, and self-regulation strategies…..the method of delivery is likely to be less important than the content’ (EEF)
‘Why do you think that attempt was less successful? What should you do differently next time?’
In English literature, a teacher has read pupil essays on An Inspector Calls and reflected that many pupils are not including enough evidence to support their points. She shows pupils an example of a former pupil’s work featuring a paragraph lacking in evidence, and another paragraph with sufficient evidence. She feeds back: ‘Review these paragraphs. Can you notice the difference? Now, revisit your work, and add in evidence where you think it is necessary.’
A maths teacher notes that many pupils are not ordering their operations correctly, which they need to do across the subject. She selects an example problem to complete as a whole class before asking pupils: ‘Find the problems from the last lesson where you incorrectly ordered your operations and correct them.’
‘You’re a gifted historian— superb effort as always!’
Where am I going? (Clarifying the goal)
This part of feedback helps students understand the goal of the task or the learning objective. It answers the question: What am I trying to achieve?
How am I going? (Assessing progress)
This provides feedback on the student's current performance, showing where they are in relation to the goal. It helps them see how well they're doing and whether they’re on track. It answers: How am I doing so far?
Where to next? (Guiding improvement)
This part of feedback provides students with concrete steps to improve and reach the goal. It answers: What do I need to do next to improve?
Hattie & Timperley’s Feedback Model (2007) breaks down feedback into three key questions that guide effective feedback:
In summary: Feedback should first clarify goals, then assess current progress, and finally offer clear guidance for improvement. This model ensures that feedback is constructive and leads to clear steps for learning. You will notice this is in first person, our ultimate goal is to create self regulating learners. Questions for the students to reflect are a great routine to encourage this.
Task: Spaghetti building
Activity Steps:
Build the Spaghetti Tower
Instructions: Build the tallest, most stable tower within a set time 5 mins
Rules: The tower must be built only using spaghetti and marshmallows. No other materials allowed. The tower should stand on its own for at least 30 seconds after time is up.
Definition of teacher feedback, feedup and feedforward. As a team script out feedback for another group using the following.
How to script a feedforward structure?
Great job on your attempt at building a tall, stable tower. Your design showed strong problem-solving and innovation has developed since our last assessment. The triangular base was a great choice, but extra support was needed. Your next steps would be to reinforce joints and widen the base this will help surpass your target.
Questions:
Why did the tower become unstable?
What worked well, and what would you change?
WWW/EBI/Next steps (reflective questions to aid self regulation)
Non verbal feed-up to suggest they are inline with their target grade.
What will you take away from this session?
Types of feedback
