Joeohagan.developingclassroomfeedback[1]
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This document discusses the importance of providing effective feedback in the classroom and provides guidance on how to do so. It notes that feedback helps students assess their performance, understand how to improve, and be accountable for their time. The document then outlines different types of feedback teachers can provide, including praise, reformulation, answers, instruction, strategies, and evaluation. It also suggests having students provide feedback to each other or the teacher. Overall, the document advocates making feedback a part of the teaching and learning cycle in order to help students improve.
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Joeohagan.developingclassroomfeedback[1]
- 1. Going beyond : ‘Well done, guys! Let’s move on…’ Developing classroom feedbackJoe O’Hagan, IH Bristol
- 2. Hopefully, you’ll… • remember some things you used to do • take away one or two ideas • see an aspect of feedback from a new perspective
- 3. Feedback: why? • teachers are more than ‘activity managers’ • to help students ‘notice the gap’ • to celebrate achievement • help students assess performance • help students understand how to improve • make students accountable for their time
- 4. Feedback is part of a cycle of teaching and learning. Good feedback comes from: •an activity with an outcome that you/students can feedback on •good monitoring: you should have an idea of how well your students have done before feedback Feedback: what? (1)
- 5. Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’ Reformulation: improving the language students have used; helping them ‘notice the gap’ Feedback: what? (2)
- 6. Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’ Reformulation: improving the language students have used; helping them ‘notice the gap’ Answers: focus on problems; provide evidence Instruction: errors, concept-check, re- explain Feedback: what? (2)
- 7. Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’ Reformulation: improving the language students have used; helping them ‘notice the gap’ Answers: focus on problems; provide evidence Instruction: errors, concept-check, re- explain Strategies: discuss/model how to do something Evaluation: the students’ performance; how to improve; most useful language Feedback: what? (2)
- 8. Phonology: what sounded natural, words and phrases to work on Useful language: things students could have said/written Feedback: what? (3)
- 9. Phonology: what sounded natural, words and phrases to work on Useful language: things students could have said/written Repetition: ‘raise your game’! Respond to content : students are more than just language learners Feedback: what? (3)
- 10. Phonology: what sounded natural, words and phrases to work on Useful language: things students could have said/written Repetition: ‘raise your game’! Respond to content : students are more than just language learners •Vary these and don’t do too many at once •Rule of thumb: feedback not longer than activity (unless it’s listening) Feedback: what? (3)
- 12. Feedback: who, how and when? TEACHER TO STUDENTS: SOME IDEAS •plan what you’re going to feedback on •give feedback to students while they’re talking/writing - post-it notes? •student-directed feedback, e.g. put up all answers, students ask for teacher’s help
- 13. Feedback: who, how and when? STUDENTS TO TEACHER: SOME IDEAS •be careful of ‘hotspots’: areas you teach to •engage everyone : students nominate each other, whiteboard slates, lollipop sticks? •non-verbal feedback, e.g. hand gestures, traffic light cups? •agree criteria for success; students self- evaluate e.g. ‘I used four new phrases’
- 14. Feedback: who, how and when? STUDENTS TO STUDENTS: SOME IDEAS •students check answers in pairs before ‘going public’ (58% at IH Bristol) •class secretary writes answers up, teacher monitors •give one student all answers (students can request teacher explanations)
- 15. Further resources Dylan Williams: lollipop sticks, traffic light cups and whiteboard slates in ‘The Classroom Experiment’ http://www.youtube.com/watch?v=J25d9aC1GZA Blog entry on feedback: http://www.stevedarn.com/?Writings::GME %3A_Student_Feedback_on_Tasks_and_Ac tivities
- 16. Going beyond : ‘Well done, guys! Let’s move on…’ Developing classroom feedbackJoe O’Hagan, IH Bristol
Editor's Notes
- Please replace the IHWO logo in the bottom left corner with your school’s if you can .
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Please replace the IHWO logo in the bottom left corner with your school’s if you can .