Feedback is one of the most powerful ways to increase student achievement. This workshop will focus on what the research says about quality feedback, how feedback can focus on different needs, and how to use feedback as formative assessment. . It’s also important to touch on not only how to give feedback but how to receive feedback and find the value in it. Examples and strategies will be shared to help teachers give feedback that students will use. We will also look at student-to-student feedback, student-to-teacher feedback, and touch briefly on how to offer feedback to peers.
Feedback is one of the most powerful ways to increase student achievement. This workshop will focus on what the research says about quality feedback, how feedback can focus on different needs, and how to use feedback as formative assessment. . It’s also important to touch on not only how to give feedback but how to receive feedback and find the value in it. Examples and strategies will be shared to help teachers give feedback that students will use. We will also look at student-to-student feedback, student-to-teacher feedback, and touch briefly on how to offer feedback to peers.
The Power of Effective Feedback: Using CLASS Observations as a Catalyst for P...Teachstone
Do you struggle to provide effective CLASS observation feedback to teachers? Need guidance for using feedback to provide a foundation for improvement? Join Teachstone’s CLASS experts to explore answers and learn to build on your current approaches. This program is recommended for those with intermediate to advanced CLASS content knowledge, including Certified CLASS Observers and Trainers, and others with extensive knowledge of the tool.
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
Change is happening in Pre-College Mathematics! Pressure is mounting to get students into certification and degree bearing tracks. The GED now demands more conceptual math understanding as well as more algebraic content. How Can Faculty Address These Shifts? After a brief overview of institutional responses, Carren Walker of Collaborative for Ambitious Mathematics presents online resources to support teachers who seek to change both content and pedagogy in their courses, with a focus on active learning and formative assessment and specific examples of tasks and approaches. Watch the Blackboard Collaborate Recording of "Transforming the Classroom through the Standards for Mathematical Practice."
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Continuing the conversation of working with class and school profiles/reviews to better support inclusion. Includes a focus on what makes a difference in teaching, 'no plan, no point' and co-teaching.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. What are your biggest frustrations
about providing feedback?
3. Answer the “big questions”
Explore the hallmarks of effective feedback
Reflect on current feedback practices
Consider various (different?) ways of providing
effective feedback
• Enjoy the opportunity for professional learning
and dialogue
•
•
•
•
GOALS FOR TODAY
4. THIS WORKSHOP AIMS
TO ANSWER BIG /
IMPORTANT QUESTIONS
For example:
How come cartoon
characters never
change their clothes?
5. If you put a
chameleon in a
room full of
mirrors, what
colour would it
turn?
6.
7.
8. Are we maximising the feedback
we are giving our students?
Are we using the time we take to
provide feedback effectively?
At the end of the day who is doing
the more work?
Or perhaps …
11. • We work hard
• We are time poor
• The more time we can save marking – the more time we
have to prepare meaningful & effective lessons
• Feedback is important!
Premises
16. Dylan Wiliam
• Did you know feedback can have negative
impacts?
• Indeed, Feedback is one of the most powerful
influences on learning and achievement, but
this impact can be either positive or negative:
17. One well known study:
• 264 low and high ability grade 6 students in 12 classes in 4 schools; analysis
of 132 students at top and bottom of each class
• Same teaching, same aims, same teachers, same classwork
• Three kinds of feedback: scores, comments, scores+comments
Achievement
Scores
Comments
Attitude
no gain
High scorers : positive
Low scorers: negative
30% gain
High scorers : positive
Low scorers : positive
Feedback has complex effects
[Butler(1988) Br. J. Educ. Psychol., 58 1-14]
18. Responses
Achievement
Scores
Comments
Attitude
no gain
High scorers : positive
Low scorers: negative
30% gain
High scorers : positive
Low scorers : positive
What do you think happened for the students given both scores
and comments?
A.
B.
C.
D.
E.
Gain: 30%; Attitude: all positive
Gain: 30%; Attitude: high scorers positive, low scorers negative
Gain: 0%; Attitude: all positive
Gain: 0%; Attitude: high scorers positive, low scorers negative
Something else
[Butler(1988) Br. J. Educ. Psychol., 58 1-14]
20. Response type
Feedback indicates performance…
exceeds goal
falls short of goal
Change behavior
Exert less effort
Increase effort
Change goal
Increase aspiration
Reduce aspiration
Abandon goal
Decide goal is too easy
Decide goal is too hard
Reject feedback
Feedback is ignored
Feedback is ignored
Getting feedback right is hard
21. FEEDBACK
‘the student makes an emotional
investment in an assignment and
expects some “return” on that
investment’
- Higgins et al 2001, p272
“It’s not giving the assessments [that
is important]; it’s about doing
something with the results.”
- Douglas Reeves (2005)
22. DISCUSSION QUESTIONS
What do we currently say about student work?
How do we say it?
How much notice do they take?
How much does this feedback help them to actually
learn?
• How well does this feedback relate to students’
evidence of achievement of the intended learning
outcomes?
• How efficient is it for us?
• What do you find to be effective?
•
•
•
•
23. DISCUSSION QUESTIONS CTD
• How do we stop students from seeing
feedback as little more than editing?
• How do we give students a clear message
about what they must do to improve
future work?
• In some cases students don't read or take
the advice that is given (and are not
required to do so). How might we require
them to do anything with this feedback?
24. • Key idea: feedback should
• cause thinking
• provide guidance on how to improve
• Comment-only grading
• Focused grading
• Explicit reference to mark-schemes and scoring guides
Feedback that moves
learning on
25. • When we mark do we give mixed messages?
• Dilemma: you have a glaring grammatical error in front
of you BUT this error does not relate to the criteria – do
you comment on it?
• How focused are we on the criteria?
Queries
26. • Suggestions on how to improve
• ‘Strategy cards’ ideas for improvement
• Not giving complete solutions
• Re-timing assessment
• (eg two-thirds-of-the-way-through-a-unit test)
Feedback that moves
learning on
27. • Students assessing their own work
• with rubrics
• with exemplars
• Students being trained as markers
Students as owners of
their learning