This document discusses using video feedback to enhance student learning and progress. It emphasizes treating all students as if they will achieve at the highest levels given support and time. Video feedback should focus on students, correct their work, and challenge or enhance fundamental concepts. Creating quality video feedback requires focusing feedback on a specific part of student work, correcting mistakes, and extending understanding of important concepts. The document also discusses common critiques of marking and feedback as well as myths surrounding teacher accountability.
'Creating a Framework of Fun and Learning: Using Balloons to Build Consensus', paper presented by Rebecca Ferguson of the Rumpus Research Group at the European Conference on Games-Based Learning held virtually at the University of Brighton, UK, on 25 September 2020. With thanks to the Playful Learning Conference 2019 for their fabulous photographs.
'Creating a Framework of Fun and Learning: Using Balloons to Build Consensus', paper presented by Rebecca Ferguson of the Rumpus Research Group at the European Conference on Games-Based Learning held virtually at the University of Brighton, UK, on 25 September 2020. With thanks to the Playful Learning Conference 2019 for their fabulous photographs.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Implement responsive design in Drupal using bootstrap. The presentation comes from Amrit Bera and was presented in Drupal Camp Kolkata. #drupalcampkolkata
The Source Method™ is founded on the principles of innovation and diversification. One of these innovations is the proven process of self-directing. Regardless of the resources you have used in the past, you can initiate this process now and seize control of your ailing retirement portfolio.
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SABR 39 Trivia by T. Scott Brandon and Horsehide Trivia is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.
SABR 39 Trivia by T. Scott Brandon and Horsehide Trivia is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
Journeying through these pages you will learn 3 valuable things:
o How to become a better teacher by mastering the flipped classroom
approach;
o How to better engage with your students through interactive learning
experiences;
0 How to save of your personal time using 7 active learning ideas for the flipped classroom.
Revitalizing Dry Content: A Lesson In EngagementAggregage
This webinar with Tim Buteyn will teach you strategies for motivating learners even when you’re given “boring” content, methods to capture learner attention and bring your courses to life, and techniques that convert a course from dry and lifeless to relevant and engaging.
The Pedagogy of Video Marking or Teaching a Wastepaper Bin to Whistle
1. Food?
Hairstyles?
Sports?
Lessons?
What is something you remember from
your own experience of school that
should have been better?
2. Using Video Feedback
Video Marking
Video
Feedback
Challenging
and Enhancing Learners
3. HPL Philosophy treats all
students as if they will
achieve at the highest
levels given support and
time.
HPL Philosophy Treating all students as if they will
achieve at the highest levels given support and time.
16. Focus on student progress rather than
teacher action.
HPL philosophy can’t
just hope the kids will
‘get it’. Teaching needs
to be responsive (but
not reactive).
17. Focus on student progress rather than
teacher action.
“Teachers are accountable, but not
responsible”?
“Teachers are responsible, but not
accountable”?
18. How to enhance student progress?
What makes the biggest
difference to student progress
other than what the teacher
does?
19. How often do personalised targets form
part of lesson planning?
Formative marking creates
personalised targets.
Here is your personalised
target? Here is my generic
lesson!
20. How much does the marking
process focus on the students?
23. Students should be able to return to it:
to affect their foundation of knowledge.
24. It should use differentiated concepts as
part of learning routines
25. Exemplar Video Feedback Piece with
Aliisa Nummela
• Uses Rubrics that are integrated into
practice
• For a high-value piece of work
• Challenges higher-level thinking as well as
‘sleeping-mind’ mechanics.
26. Task: How to make quality video feedback?
• Produce the beginning of a video marking piece.
• Complete for your own subject, or use the
exemplar English assessment here.
• Focus on one part – correct something for the
student, and then extend with something that
challenges or enhances a threshold concept
(something that is fundamental to your subject).
• But first…
27. Task: How to make quality video feedback?
Ideas from the group…
28. Task: How to make quality video feedback?
• Produce the beginning of a video marking
piece.
• Complete for your own subject, or use the
exemplar English assessment here.
• Focus on one part – correct something for the
student, and then extend with something that
challenges or enhances a threshold concept
(something that is fundamental to your
subject).
29. Video Feedback vs
Traditional Marking Aspirations
Common Critiques
No-one minds marking, if the student gets
something from it.
You’ve got to the point of valuing marking,
and you have expertise in it… now what?
33. Myth? Is it legitimate to judge progress in
the lesson in which it occurs?
34. Learning is an inward process which
we judge by the outward events of
schoolwork and exams. Therefore, it
is a private process to which the
observer has no access.
Anderson, 2014 – from David
Didau
35. What is Liminality?
Difficulty in understanding threshold concepts may leave the
learner in a state of ‘liminality’, a suspended state of partial
understanding, or ‘stuck place’, in which understanding
approximates to a kind of ‘mimicry’ or lack of authenticity.
Insights gained by learners as they cross thresholds can be
exhilarating but might also be unsettling, requiring an
uncomfortable shift in identity, or, paradoxically, a sense of loss.
A further complication might be the operation of an ‘underlying
game’ which requires the learner to comprehend the often tacit
games of enquiry or ways of thinking and practising inherent
within specific disciplinary
Land, Meyer and Baillie (2010)
36. In short, there is no simple passage in
learning from ‘easy’ to ‘difficult’;
mastery of a threshold concept often
involves messy journeys back, forth
and across conceptual terrain.
Cousin (2006a)
37. Final Steps: When is this most useful?
Stay in touch via NAU forums and
www.thequillguy.com
Further options:
- How does video feedback compare to written
feedback/regular marking?
- Useful to have students a routine where
students respond the concept over a length of
time?
Editor's Notes
Post-it notes and discussion to be placed on the front. To take from this the idea of marking: earnestness and how I am driven from it. Not much link, but hey!
Welcome delegates.
Kitkat?
Get HPL logos on this.
Ask where they have come from.
Hand note handouts.
Talk about this contentious issue: the stress of being under this kind of pressure.
Where have they come from? Were they struggling before? What improve students the most?
What happens when students produce occasional work that is beyond the criteria? People were considered to be educated at younger ages.
The highest levels, without being entirely exceptional.
Even the parents’ signature has a D-!
Teaching the exam…
The highest levels, without being entirely exceptional.
Elusive idea of Outstanding teaching, and outstan
Not all-singing and dancing practice. Instead it is Outstanding practice. Requires typicality.
It requires higher level thinking, but requires rigorous and often arduous repetition of lower level thinking skills. And most of all, while it aspires for content, it offers responsive and in built-in consolidation of existing frameworks.
just teaching something to a child and hoping they learn it isn't enough. Teachers are not responsible for results, but they are accountable. With time, could you improve your skills in an area? M
ding performance.
Not all singing, all dancing. This does work for some observers.
Not all singing, all dancing. This does work for some observers.
You need routine and structure.
Is your routine a structure that is a box? Or is it a bicycle.
Having fun/engaging something important?
What type of things can be learned from someone else who doesn’t yet have key knowledge?
There is an element of needing to work.
Demonstrate how to video mark.
Talk about air pressure.
Change focus from what the teachers does, to what the students does.
Talking about results? Talking about approaches to…
Talking about results? Talking about approaches to…
The ability to respond to feedback.
St Mary’s…
Marking should primarily be for students; not for parents or for inspectors.
To make a marking video requires…
Something that the student might return to.
, and so requires something substantial that enhances or changes the foundation of knowledge that our students possess.
Changes the foundation of the work.
Formative marking…
Rubric marking… Criteria based to show all students how to improve.
Need to….
To have 15 minutes on this or so.
To have 15 minutes on this or so.
Not every teacher marks regularly, but you have investment.
Placing marking practice.
Myth: when students and teachers see value, it sees…
Marking does not necessarily need to be contrived in…
Can we talk legimately about progress occurring in the lesson in which it is taught?
http://www.learningspy.co.uk/education/progress-vs-learning/
It is an emotional reaction.
It is not just a…
Not a straight line: scheme of work that doesn’t allow someone to…
