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I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
I masterclasses episode 7 v3ptx
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I masterclasses episode 7 v3ptx

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Effective Feedback is one of the most powerful ways to improve student Learning. In this session we will see in detail how PLTs can work together to plan effective feedback which is Explicit, Timely …

Effective Feedback is one of the most powerful ways to improve student Learning. In this session we will see in detail how PLTs can work together to plan effective feedback which is Explicit, Timely and Relevant ... and highly Personalised. This session shows how effective feedback helps my teaching.

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  • Why is Feedback on learning goals important? Without feedback we just have our own goals and our own opinion of our success or lack of success Will learning goals go anywhere without feedback along the way?Feedback provides the opportunity for guidance from a teacher, who knows the student as a learner and can give advice to help achieve learning goalsBackwards design (or backward design) is an instructional design method invented by Wiggins and McTighe and is part of their larger Understanding by Design framework.“ Backward design begins with the end in mind: What enduring understandings do I want my students to develop?” ([1]). It is particularly suited for teacher designers who think in terms of what they wish to achieveBACKWARD design-start with goal in mind-how will we get there? Ideal we are given feedback we go away and think about it and then plan how we can take that advice and put it into practice. My coach said my right leg is not as effective –and causing my gym exercises to the right to be less effective -how can I get it stronger? Being aware is the first step…then make a plan in the new goal /modify the old goal using the feedbackFEEDBACK can be modelled by teachers-feedback buckets on ledge outside staff room. Add a note to give feedback to another staff member-this was done as a staff morale / appreciation activity. It models the value of positive feedback
  • Teacher feedback can occur throughout the cycle- it adds the layer from the teacher –who understands the content knowledge, and how students learn, so brings this important viewpoint / lens to the learning goals task
  • Hopefully the SMART goal framework has assisted the student to create a specific, measureable, that has actions, is realistic and timely-This is why we provided a framework. If setting the goal initially was done well the reflection and feedback stages will be easier.Feedback is not a long winded dialogue between teacher and student- http://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/unpacked.htm
  • Know the students-some need praise and encouragement, some need challenge and support PRefer to the rubric or learning focus E and RWhat is the student aiming to understand? What is understood? EBe specific and explicit about feedback, provide examples where possible E and RTimely-try to give feedback as close to the learning and assessment of the goal as possible T
  • What have you found successful? What works for you to write or give effective feedback to students? What are your key elements? How does feedback assist students to progress towards achieving their goals?What is the teacher doing to: Monitor the progress of each individual student and use this as a basis for feedback? Include different levels of feedback to individual students, based on their next point of need? Provide opportunities for students to give feedback to the teacher about their understanding? Acknowledge CTT
  • To keep us at the forefront of the best teaching and learning practices, Hume region has developed a package of classroom techniques for schools and teachers. It is a professional learning resource on classroom techniques –developed with principals input together with research from John Hattie and David Hopkins, that has been provided to every school in Hume Region. The resource includes:•• A priority setting tool•• Support material for professional learning meetings for all school staff•• Structured and resourced Professional Learning Team Meetings.A key aspect of the approach is encouraging teachers to work as a team to develop their expertise in the classroom.The techniques cover:•• The learning context or environment – the technique packages are Positive relationships and Protocols for teaching•• Teachers’ professional knowledge – the technique packages are Content knowledge and How students learn•• Delivery and evaluation of knowledge and skills – the technique packages are Explicit teaching, High Expectations and Feedbackand reflection.Design space ‘Using the eXpress Space for Reflective Writing’-Deb Hicks > Feedback tab 108634106 https://ultranet.vic.edu.au/portal/group/using-the-express-space-for-reflective-writing-108634106/feedback feedbackhttp://www.teacherstoolbox.co.uk/video_index.htmlHattie and feedbackhttps://ultranet.vic.edu.au/portal/group/using-the-express-space-for-reflective-writing-108634106/9
  • What problems can you see with giving feedback? How could the PLT in your school plan for effective feedback? How can giving feedback inform teachers about their next step in planning teaching and learning? TIME next episode will show HOW in the ultranet, feedback in discussion and offline2. PLT –agreement on elelments, model then…..share examples, refine-hone our feedback skills3. Understanding –especially in discussion with student –probe for understanding with key questions. Does student work demonstrate understanding?This informs teacher’s planning -what student needs to be taught next > plan next step with knowledge of how student’s learn and content knowledge
  • What do we learn about student understanding? Can this inform content and teaching practice?Provide opportunities for students to give feedback to the teacher about their understanding? Acknowledge CTT What student needsWhat to teach nextIdentify common misunderstandings –differentiate learningLearning focus-evidence from student of their understandingLearning intention-Protocols of TeachingSuccess criteriaWill give teacher critical information for teaching and learningEVALUATE e5 level 4-top capabilityThe teacher moderates both within and across classes to ensure consistent judgements. They support students to reflect on their learning outcomes and evaluate strategies used. The teacher conferences with individual students using student reflection and teacher judgement to discuss progress against curriculum standards. The teacher refers to the conference and curriculum standards when facilitating an individual student’s identification of future learning goals and strategies.Hume Region CTT –Feedback and Reflection summary sheet-typical indicators Innovating (4) (includes) I utilise assessment and feedback from students to reflect on my teaching and modify future lessons and learning tasks.
  • 4 A planner for PLTOther information on feedbackPowerpointRecorded link
  • Transcript

    • 1. title Episode 7Student Learning Goals Feedback Part 1
    • 2. Welcome to iMasterclass-Episode 5Hume Region presents: Student Learning Goals - Reflections Part 2 Brendan OBrien, Gail Stanley and Libby Delbridge
    • 3. Purpose of these SessionsThese online professional learning sessions will: Build a community of teacher/learners beyond your school Provide a framework for effective PLTs Develop an effective process for Student Goal Setting Provide confidence and skills in using Ultranet
    • 4. The Learning Intention for today is...... How do I as a teacher provide students with effective feedback on their learning goals The Success Criteria will include........1. I will be able to explain how to provide effective feedback to students on their learning goals2. I will learn how to model feedback on goals3. I will be able to understand how a PLT can plan effective ways to give feedback on student goals
    • 5. In our episodes so far we have learnt why setting SMART goals and supporting students to reflect effectively on them are so importantWhy is Feedback on learning goals important? How do we want our students to utilize our feedback?
    • 6. Where arewe from?
    • 7. POLLAs part of the series of sequential PL did you participate in previousiMasterclasses Learning Goals sessions? A. Yes, 1 or 2 previous sessions B. Yes, 3 or 4 previous sessions C. Yes, 5 or 6 previous sessions D. No, this is my first session Did you know? That prior to this session on Feedback there were six sequential episodes on Learning goal setting and reflection. You can watch the recordings of these sessions and pick up all the resources from the iMasterclasses Design Space
    • 8. Setting learning goals is an ongoing and cyclical journeyTeacher feedback
    • 9. What is feedback?• Oral feedback or written feedback that will give students a clear picture of how they can make progress towards achieving their learning goal• The feedback content will be guided by the student’s goal and reflection/s so far• Feedback is not a long conversation- it is Explicit, Timely and Relevant ... and highly Personalised
    • 10. How can we make sure it is Explicit, Timely, Relevant and Personalised?• Draw on knowledge of where the student is at (data informed)• Refer to the SMART goal framework• Use supporting rubric or learning focus• Set a timeline that is timely and realistic for the teacher to provide feedback to all students over time Use the alphabet tool to classify dot points as E, T, R or P
    • 11. What have you found successful? What works for you to write or give effectivefeedback to students? What are your key elements? How does feedback assiststudents to progress towards achieving their goals?
    • 12. More info on feedback in the iMasterclass Design Space Hume Region Classroom Teaching Techniques Design space ‘Using the eXpress Space for Reflective Writing’- Deb Hicks > Feedback tab
    • 13. Let’s watch a 2.10 minute video to see how PLTsmight plan to provide effective feedback tostudents on their goals Pleasevia Web Tour press PLAY yourselfFUSE LINK:https://fuse.education.vic.gov.au/THEN ENTER FUSE ID 7YDR8B
    • 14. What problems can you see with giving feedback? How could the PLT in yourschool plan for effective feedback? How can giving feedback inform teachers abouttheir next step in planning teaching and learning?
    • 15. • Where feedback is provided, in discussion with the student about their goals, an opportunity arises for the teacher to find out what the student understands• The teacher can use this information to plan future teaching and learning
    • 16. How to join iMasterclasses Design space...1. Join the Hume Region iMasterclass Design Space2. Go to Design Spaces3. Click Available Spaces tab4. Search by Space ID number (139211104)5. The space is Open access so click the Actions box and Join6. After you have joined click on the title to open the space
    • 17. In Episode 8…• The whole school approach for effective Learning Goals, Reflection and Feedback focusing on developing a whole school process for best practice• Once a portfolio viewer, feedback can be provided as a comment in the eXpress space blog making feedback available to students, teacher and parents 24/7.
    • 18. How are you feeling about providing effective feedback to studentsto support them to achieve their learning goals?
    • 19. Open microphone/Questions
    • 20. Thank You!• Libby Delbridgedelbridge.elizabeth.n@edumail.vic.gov.au• Brendan O’Brien @brendanoobrien.brendan.p@edumail.vic.gov.au• Gail Stanleystanley.gail.d@edumail.vic.gov.au
    • 21. Resources:Classroom Teaching Techniques-Hume Region 2012Hattie, John Visible Learning Routledge, New York, 2009.Hattie, John and Timperley, Helen ‘The Power of Feedback’ in Review of Educational ResearchMarch 2007, Vol. 77, no. 1, pp81-112 from www. http://rer.aera.net date accessed: 28th October2011Ultranet Online Support Module 9 (ultranet support site)https://ultranet.vic.edu.au/portal/web/support/reflectDEECD Student Reports-Personal Learning Goalshttp://www.education.vic.gov.au/studentlearning/studentreports/schools/personalgoals/suppmonitorplg.htmDEECD Prep to Year 10 Assessmenthttp://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/proflearning/module4.htme5http://www.education.vic.gov.au/proflearning/e5/model/evaluate/lev4.htmDesign space ‘Using the eXpress Space for Reflective Writing’-Deb Hicks Design Space ID:108634106 References: Acknowledgements: Alan and Dora Show Elaborating Mathematics eBookboxes

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