5th Annual Conf. | Feedback that makes learning visible
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This document discusses research on effective feedback and its role in visible learning. It outlines a session on feedback that will cover the background research, an instructional feedback model, and a case study of visible learning in action at George Spencer Academy. Effective feedback can have sizable effects on learning, with some studies finding an effect size of 0.75. The purpose of feedback is to close the gap between a student's current and desired level of understanding. Praise should not be confused with effective feedback.
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Instagram: https://www.instagram.com/webengage/
Prototypes - Intern is King
Alex is a 21-year-old intern seeking to feel more comfortable and integrated in his new team. Two solutions are proposed: 1) An intern-mentor matching website to pair Alex with a mentor. 2) Bi-weekly knowledge sessions led by Alex and full-time employees, with Alex documenting what he learns to share his skills and gain recognition. Feedback notes the mentor website is simple but lacks implementation details, while knowledge sessions are easy but not novel or boundary-pushing. Questions focus on logistics, approval, and potential stress for Alex.
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This is the companion workbook provided in the interactive and engaging Agile Classroom Teacher (ACT) Workshop. This is free to use, under Creative Commons, just ensure to attribute the source (AgileClassrooms.com).
Workshop Overview
The Certified Agile Classroom Teacher (ACT) is an in-depth one day immersion into the world of Agile Classrooms. The course is full of practical, real world techniques, which can be implemented immediately in your classroom, project-based learning program, club, after school program, or teacher team. An Agile Classroom is better experienced than explained, so, this class extremely hands on and interactive.
Benefits
-A paradigm shift in how you look at learning that reinvigorates the passion for teaching & learning
-A simpler, lighter, and more empowering way to run student projects
-Transform from instructor to inspirational servant-leader, facilitator, and coach for your students' journey to self-directed learners
-A sense of pride in seeing your students become self-directed learners and support each other in doing so
-Your classroom will become an exemplar model of 21st Century -Skills, becoming radically empowered and collaborative
-Your classrooms will achieve higher order thinking and deeper levels of knowledge
-Discover new found freedom to decide how to teach and learn while still aligning to curriculum and standards
-Gain authentic 21st Century Skills so students can thrive in academics, life, and career
-Your students will standout to universities and employers with Agile on their transcript and resume
-Enrich relationships between students, teachers, administration, and parents by amplifying clarity, trust and reliability
-Unlock hidden strengths and passions of teachers and students
-Go beyond knowledge transfer to emergent knowledge generated from rich collaboration
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Beyond the Course: Making more of e-learning.
http://www.brightwave.co.uk/beyond-the-course
This presentation was originally delivered by Charles Gould (Managing Director, Brightwave) at Beyond The Course in Edinburgh on 12 June 2012.
About this session
Over the years Brightwave has helped many world-leading organisations tackle business challenges with e-learning. In many cases, this has taken the form of courses, the formats of which are familiar to most of us. Yet our approach to e-learning has evolved.
While the core imperatives may have remained the same (a business need, a specific audience, measurable change in behaviour and a clear message/content), the tools and resources available to our designers are proliferating. The role of the learning designer has become more complex, more wide-reaching and arguably more valuable. In this session, Charles will draw from recent experience at Brightwave, including the latest thinking from its design team to address some very current questions.
Is the course really dead? When might it still be appropriate?
How do we meet organisational needs while exploiting less formal learning?
What resources and tools are being harnessed to replace or supplement the course?
How do we enhance learning using communications, social media and mobile technology?
What new opportunities do learning designers have and how should they use them?
In what direction are organisations moving if they are moving beyond the course?
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- 3. Visible Learning Program Content subject to copyright. Use with permission only.
- 4. Content subject to copyright. Use with permission only.
- 5. Feedback that makes learning visible
- 6. Outline for this session 1. Background and research 2. The instructional feedback model 3. Visible Learning in action – George Spencer Academy Content subject to copyright. Use with permission only.
- 7. What do you know already about feedback? What do you know already about feedback?
- 9. Typical effect size 0.40 Decreased Zero Enhanced 0.75 Feedback
- 10. Rank Influence Studies Effects Effect Change the image for this slide. sizes 10 Feedback 1,310 2,086 0.75 9 Teacher clarity n/a n/a 0.75
- 11. What is effective feedback? What is feedback?
- 12. The purpose of feedback is to close the gap
- 13. This is the gap
- 14. The model: with an instructional fit Content subject to copyright. Use with permission only. Workbook page 11
- 15. Why have we not discussed praise?
- 16. Do not confuse praise with effective feedback
- 17. VL in action - George Spencer Academy Content subject to copyright. Use with permission only.
- 18. Questions? More information? Contact us: dmasters@cognition.co.nz www.visiblelearningplus.com VisibleLearning www.facebook.com/visiblelearning Images used in this presentation courtesy of www.presentermedia.com Content subject to copyright. Use with permission only.