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Effective feedback for enhanced learning Professional Learning 26 March 2009
Diocesan Strategic Intent  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Outline of today ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The annual development plan ,[object Object],[object Object],[object Object],[object Object],[object Object]
Building a professional learning community. ,[object Object],[object Object]
Professional Learning Communities ,[object Object],[object Object],[object Object],[object Object],[object Object]
A model for Professional Learning H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher Professional Learning and Development: Best Evidence Synthesis Iteration  Wellington, New Zealand: Ministry of Education
Continuing the conversation
Capturing the conversation
Why focus on feedback? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What does the research suggest? ,[object Object],[object Object],[object Object],[object Object]
Why is feedback critical? ,[object Object],[object Object]
What matters in learning? Hattie, J (2005). “ What is the nature of evidence that makes a difference to learning?”  ACER Conference paper.
Effect sizes
Why focus on feedback?    Hattie, J (2003) Teachers Make a Difference. Teacher .41 Questioning Teacher .42 Teacher style Teacher .43 Homework Home .46 Parent involvement Teacher .50 Mastery learning Teacher .50 Peer tutoring Teacher .52 Challenge of goals Teacher .56 Class environment Student .61 Students’ disposition to learn Teacher .65 Remediation/feedback Teacher .82 Direct instruction Teacher 1.00 Instructional quality Student 1.04 Students prior cognitive ability Teacher 1.13 Feedback Source of influence Effect size Influence
What is feedback ,[object Object],[object Object],[object Object]
Critical questions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Effectiveness of feedback ,[object Object],[object Object],[object Object],[object Object]
Four levels of feedback ,[object Object],[object Object],[object Object],[object Object],[object Object]
Types of feedback  ,[object Object],[object Object],[object Object],[object Object],[object Object]
The effects of ‘threat’ on learning ,[object Object],[object Object]

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Effective feedback enhancing learning

  • 1. Effective feedback for enhanced learning Professional Learning 26 March 2009
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7. A model for Professional Learning H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher Professional Learning and Development: Best Evidence Synthesis Iteration Wellington, New Zealand: Ministry of Education
  • 10.
  • 11.
  • 12.
  • 13. What matters in learning? Hattie, J (2005). “ What is the nature of evidence that makes a difference to learning?” ACER Conference paper.
  • 15. Why focus on feedback? Hattie, J (2003) Teachers Make a Difference. Teacher .41 Questioning Teacher .42 Teacher style Teacher .43 Homework Home .46 Parent involvement Teacher .50 Mastery learning Teacher .50 Peer tutoring Teacher .52 Challenge of goals Teacher .56 Class environment Student .61 Students’ disposition to learn Teacher .65 Remediation/feedback Teacher .82 Direct instruction Teacher 1.00 Instructional quality Student 1.04 Students prior cognitive ability Teacher 1.13 Feedback Source of influence Effect size Influence
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.