Joeohagan.developingclassroomfeedback[1]

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  • Please replace the IHWO logo in the bottom left corner with your school’s if you can  .
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
  • Please replace the IHWO logo in the bottom left corner with your school’s if you can  .
  • Joeohagan.developingclassroomfeedback[1]

    1. 1. Going beyond :‘Well done, guys! Let’s moveon…’Developing classroomfeedbackJoe O’Hagan, IH Bristol
    2. 2. Hopefully, you’ll…• remember some things youused to do• take away one or two ideas• see an aspect of feedback froma new perspective
    3. 3. Feedback: why?• teachers are more than ‘activity managers’• to help students ‘notice the gap’• to celebrate achievement• help students assess performance• help students understand how to improve• make students accountable for their time
    4. 4. Feedback is part of a cycle of teachingand learning.Good feedback comes from:•an activity with an outcome thatyou/students can feedback on•good monitoring: you should have anidea of how well your students havedone before feedbackFeedback: what? (1)
    5. 5. Praise: make it specific! ‘Well done for…’‘The way you used “_____” sounded really natural.’Reformulation: improving the languagestudents have used; helping them ‘notice thegap’Feedback: what? (2)
    6. 6. Praise: make it specific! ‘Well done for…’‘The way you used “_____” sounded really natural.’Reformulation: improving the languagestudents have used; helping them ‘notice thegap’Answers: focus on problems; provideevidenceInstruction: errors, concept-check, re-explainFeedback: what? (2)
    7. 7. Praise: make it specific! ‘Well done for…’‘The way you used “_____” sounded really natural.’Reformulation: improving the languagestudents have used; helping them ‘notice thegap’Answers: focus on problems; provideevidenceInstruction: errors, concept-check, re-explainStrategies: discuss/model how to dosomethingEvaluation: the students’ performance; howto improve; most useful languageFeedback: what? (2)
    8. 8. Phonology: what sounded natural, wordsand phrases to work onUseful language: things students couldhave said/writtenFeedback: what? (3) 
    9. 9. Phonology: what sounded natural, wordsand phrases to work onUseful language: things students couldhave said/writtenRepetition: ‘raise your game’!Respond to content : students are morethan just language learnersFeedback: what? (3) 
    10. 10. Phonology: what sounded natural, wordsand phrases to work onUseful language: things students couldhave said/writtenRepetition: ‘raise your game’!Respond to content : students are morethan just language learners•Vary these and don’t do too many at once•Rule of thumb: feedback not longer thanactivity (unless it’s listening)Feedback: what? (3) 
    11. 11.  
    12. 12. Feedback: who, how andwhen? TEACHER TO STUDENTS: SOME IDEAS•plan what you’re going to feedback on•give feedback to students while they’retalking/writing - post-it notes?•student-directed feedback, e.g. put up allanswers, students ask for teacher’s help
    13. 13. Feedback: who, how andwhen? STUDENTS TO TEACHER: SOME IDEAS•be careful of ‘hotspots’: areas you teach to•engage everyone : students nominate eachother, whiteboard slates, lollipop sticks?•non-verbal feedback, e.g. hand gestures,traffic light cups?•agree criteria for success; students self-evaluate e.g. ‘I used four new phrases’
    14. 14. Feedback: who, how andwhen? STUDENTS TO STUDENTS: SOME IDEAS•students check answers in pairs before‘going public’ (58% at IH Bristol)•class secretary writes answers up,teacher monitors•give one student all answers (studentscan request teacher explanations)
    15. 15. Further resourcesDylan Williams: lollipop sticks, traffic lightcups and whiteboard slates in‘The Classroom Experiment’http://www.youtube.com/watch?v=J25d9aC1GZABlog entry on feedback:http://www.stevedarn.com/?Writings::GME%3A_Student_Feedback_on_Tasks_and_Activities
    16. 16. Going beyond :‘Well done, guys! Let’s moveon…’Developing classroomfeedbackJoe O’Hagan, IH Bristol

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