LANGUAGE TEACHING STRATEGIES. ELEMENT 1 APPROACHES TO PROVIDING FEEDBACK.

1. UNIVERSIDAD TÉCNICA DE AMBATO
CARRERA DE IDIOMAS
LANGUAGE TEACHING STRATEGIES
ELEMENT 1
NAMES: ARCENTALES JONATHAN
MANOBANDA VIVIANA
RENJIFO MONICA

2. APPROACHES TO PROVIDING
FEEDBACK
 Quality of feedback is essential in assessment.
 (Stiggens & Duke (1988), McLaughlin & Pfeifer (1988), Kimball (2002)).

3. THEORIES
 Hattie & Timperley (2007)
 “The main purpose of feedback ‘is to reduce discrepancies between
current understandings and performance and a goal”
 EFFECTIVE FEEDBACK:
 (‘Where am I going?’, ‘How am I going?’ and ‘Where to next?’)
 (task, process, self-regulation and self level.

4.  In effective interventions feedback was related to evidence
and clear goals about developing teacher pedagogical
content knowledge and student achievement or conceptual
understanding .

5. Evidence of impact of feedback to
teachers on student learning
 When feedback draws attention to the
self, students try to avoid the risks
involved in tackling a challenging
assignment, they minimise effort, and
they have a high risk of failure in order
to minimise risk to self (Black & William,
1998)
 Ideally, learning should move from the
task to the processes necessary to
learn the task and then continuing
beyond to more challenging tasks and
goals. This results in higher confidence
and greater investment of effort.

6. MAIN
FEATURES
The use of feedback
information from school
performance measures can have
positive effects on
subsequent school performance.
we are limited
by:
The lack of both
direct evidence
and strong
theory
Given the complexity of the kinds of feedback
that can be given to schools about their
performance, the varying contexts of school
performance , and the range of ways feedback
can be provided.
Evidence of impact of feedback to teachers on student
learning
By Coe ( 2002)

7. Effective Feedback
Goal is to get student
to internalize the
effective feedback to
use the suggested
strategies
independently on
future work.
Criteria-based
phrases are used to
describe the
strengths and
weaknesses of the
learner’s work.
Limits feedback to
one or two traits /
aspect of quality at a
time.
Students should have
an opportunity to
“redo” their work
based on the
effective feedback

8. ENHANCING TEACHERS’
PROFESSIONAL
LEARNING
TIMPERLEY (2008)

9. STRATEGIES
 Must focus on and be measured against student outcomes;
 Encourage ‘self-regulation’ among teachers who need to embrace the
experience as independent learners and sustain the techniques;
 Require some input from school leaders;
 Involve, ideally, collaboration with peers;
 Be a genuine challenge.

10. SUMMARY OF ADVICE FROM TIMPERLEY (2008)
 To improve student outcomes.
 To make significant changes to their practice.

11.  If teachers are to change.
 Expertise external to the group of participating teachers is necessary to
challenge existing assumptions and develop the kinds of new knowledge
and skills associated with positive outcomes for students’, and this
expertise can come from within or outside the school.
 For sustained improvement in student outcomes

12.  One example of the importance of the school context in which professional learning
takes place comes from a study by Kraft and Papay (2014).
One example of the importance of the school context in which professional learning
place comes from a study by Kraft and Papay (2014). They provide a challenge to the
much quoted claim that teachers typically improve over their first 3-5 years and then
plateau (e.g. Rockoff, 2004). Kraft and Papay found on average the same pattern: rapid
improvement over the first three years, then much slower growth. However, they also
found that teachers working in schools with ‘more supportive’ professional environments
(assessed by teacher questionnaires) continued to improve significantly after three years,
while teachers in the least supportive schools actually declined in their effectiveness.