The document discusses revisiting feedback practices. It provides data showing 70% of students found feedback to have a positive impact on their work, but only 50% acted on the feedback. It then discusses how to make feedback more effective by having it be selective, refer to previous work, link to learning objectives, and specify improvements without criticism. Students said feedback is most helpful when it makes them think, helps improve marks, and allows them to improve for next time. For feedback to be acted on, teachers must insist it is completed, give time to discuss it, and provide criteria in advance and after assignments.
Teaching and learning context changes from one to another. Teachers are required to adapt teaching strategies according to the children learning styles. That is why there is no ‘teaching prescription’ that could be given to teachers to follow. Therefore, It is necessary for teachers to continually reflect and critically evaluate their practices to become aware of the theory and motives behind and take deliberate action to develop (Gibbs, 1988)
The webinar will discuss reflective practice and strategies to practice reflection in the context of education.
By Muhammad Yusuf
Teaching and learning context changes from one to another. Teachers are required to adapt teaching strategies according to the children learning styles. That is why there is no ‘teaching prescription’ that could be given to teachers to follow. Therefore, It is necessary for teachers to continually reflect and critically evaluate their practices to become aware of the theory and motives behind and take deliberate action to develop (Gibbs, 1988)
The webinar will discuss reflective practice and strategies to practice reflection in the context of education.
By Muhammad Yusuf
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Guided Response Review and evaluate at least two of your peers’ djesseniasaddler
Guided Response
: Review and evaluate at least two of your peers’ discussion postings. Does the assessment choice and rationale for assessments effectively meet diverse learner needs without being biased towards language proficiency, learning style preference, or cultural background? Provide suggestions for how to collect and analyze the assessment data based on the identified assessment strategy. In addition, propose at least one solution for students whose assessment results indicate a lack of progress.
It need to be two reponds and please put the students name next to there reponds. Separate responds
Peer 1: Kimberly
Assessments are the prime discussion of most education topics in our society today. We see both positive and negative reactions to how big a role our assessments play in schools nationwide. We hear teachers, parents, community members speak of how all students are doing in school is learning how to take a test. I would argue that while assessments are a driving factor, it is the content in which it assesses that matters. The actual test is just a piece of paper with questions, but the student's ability to figure out how to answer these questions will play a large role in their success in the 21st-century workforce.
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2. Objectives
Feedback on feedback!
Considering types of feedback …
What is the purpose of our comments?
How do students respond?
Barriers to students acting on feedback.
Pupil voice – what the students think.
Next steps
3. Lesson Observation Feedback
70% high or positive impact of
assessment in books/on work.
50% high or positive impact of
students acting on wishes.
4. How should we mark?
Formative marking should:
Be using comments only
Be selective
Refer to previous work to indicate progress
Link to learning objectives/success criteria
Remove ego involvement
Specify something that could be improved and
how to go about this
CAUSE thinking.
5. Look through examples and …
- Categorise (by purpose, potential
outcome)
- Discuss feedback given – could you
improve any examples or tweak for your
subject?
- Consider how likely the feedback is to be
acted upon.
Examples of Feedback
6. What the students said!
KS3 KS4
DIRT Handwritin
g
Better if
..
“It [feedback] makes you think”
“It helps you get better marks”
“So you can improve for next time”
“In Humanities you get a box to fill in”
“It’s best when they make you do
something straight away”
“We get a list of things we need to
include before the task.”
“So you can see what areas you
need to improve on.”
“Stars are also important, so you
know what to include next time.”
“It would be better if they spoke to
you about it.”
7. Students act best on feedback
when …
Teachers consistently and persistently insist that
it is done.
Teachers give time in lessons (preferably with the
opportunity for students to discuss with eachother
or with the teacher).
There is SPACE after a piece of work for the wish
to be completed.
The wish is made clear to the students
(handwriting, language).
It is not just given following assessments.
Students have a list of success criteria prior to
the task, which are then used to link to feedback.
Feedback is given by teachers (not peers).
8. • How are you going to ensure that
students receive and act on feedback in
your teaching?
• How should this be monitored?
• Could this be discussed in Faculty
Meetings?
NEXT STEPS
So we need to revisit our strategy and consider how we can ensure more consistent implementation.
Reminder from Staff Training in September.
Comments only – not a mixture of comments and grades
Formative marking – always just comments (not marks/grades/levels or a combination of marks and comments). There is a place for grades/levels but not for moving learning forward – that is summative and other conditions have to be in place before ss will engage in the process: e.g.
Remove the ego – I remember having a discussion in my dept about this and several teachers disagreed with this principle – watch video from Dylan Wiliam about this …
Instead of … sheet.
Thanks to those people who offered examples of feedback.
Students in KS3 can’t see link to improvement.
All students linking feedback to assessments, not normal work.
Handwriting came up with all groups as main barrier to acting on wishes.
