TM Lesson 5

• Taal
• HBO
• Studiejaar 4

How are you feeling?

Welcome to TM session 5

• Recap of last week's lesson
• Assignment recap
• Peer feedback in the classroom
• Theory quiz
• Time to work on your assignment       

Aim and SCs 

WALT/ AIM: Before the end of the lesson, students are able to incorporate self-assessment and peer feedback in their classroom and use the results in their analysis of student learning in phase 3.

WILF/ SC:

       - Students can explain different ways of creating a safe classroom environment

       - Students can describe different ways of designing self-assessment

       - Students can explain different ways of designing peer feedback

       - Students can define phase 3 of the feedback loop

       - Students can explain different ways of analysing student learning

Here we go again: Who can list the 5 phases of the feedback loop now?

YES

NOT YET

Who can describe the final assignment and knows what is required to pass it?

YES

NOT YET

Sample of final assignment

• Sample student paper - last week's in class folder
• Any questions / worries?
  

How not to give feedback

Strategies for Effective Feedback

1. Build in a following task in which students can apply feedback information from the first

2. Have students identify and state what kind of comments they would like

3. Have students respond to feedback information with a plan for what they are going to do with it

4. Have students judge their work against criteria or a rubric before they hand it in

5. Facilitate peer feedback sessions

6. Distinguish between mark justification and feedback information when making comments

7.. Focus on comments for improvement rather than corrections

8. Point to models and exemplars of good work

9. Train students to be feedback literate (ie. What feedback is and how they can make it work)

Self-assessment

• Successful formative feedback entails a high level of self-assessment.

• monitor and evaluate their own performance and identify strategies

necessary to reach their desired learning goal.

• Instructors can encourage self-assessment by providing structured

opportunities for self-monitoring.

• reflection on the task and their learning progression

• identifying strengths and weaknesses in their performance

• evaluating their work compared to the desired outcome criteria

• reflecting on their achievements

• asking them to indicate the type of feedback they would like to receive on their

performance

Peer feedback

Think-Pair-Share:

• 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 of peer feedback?
• How can peer feedback be carried out in the classroom? At home?

How do you create a safe environment in your classroom to encourage peer feedback?

Optional: retake the quiz

https://wordwall.net/resource/52613624

or Brightspace week 4 - in class - Terminology and theory quiz Formative Evaluation

Assignment time

1. Work on your assignment
   Description of your students (CEFR level, age, level of education, students' needs). Aims and SCs, C4U's etc.
2. Feedback on request
3. Bounce off ideas

Homework for next week:

Bring your ideas for the final assignment (FE lesson series) to get peer feedback on your ideas next week. Include:

• Description of your students (CEFR level, age, level of education,       students' needs)

• Description of lesson series assignment and relation to the course
• Aim for lesson series in general + SC
• Aim for each lesson + SC 
• A variety of C4Us
• A description of intended self-assessment and peer feedback

What did you learn today?