Presentation on theme: "If students know the classroom is a safe place the make mistakes, they are more likely to use feedback for learning Dylan Williams The feedback students."— Presentation transcript:
1If students know the classroom is a safe place the make mistakes, they are more likely to use feedback for learningDylan WilliamsThe feedback students give teachers can be more powerful than the feedback teachers give studentsCris TovaniWhen we only give a grade as part of our feedback, students routinely read only as far as the grade.Peter JohnstonEffective feedback occurs during the learning, while there is still time to act on it.Jen ChappuisMost of the feedback that students receive about their classroom work is from other students – and much of that feedback is wrong.John Hattie
3The story of Austin’s butterfly The story of Austin’s butterflyRon BergerThe nature of effective critiqueThe value of re-redrafting
4Increase Descriptive Feedback EvaluativeFeedbackdecreaseIncreaseOne of the biggest challenges for teachers is finding enough time to give individual students enough quality descriptive feedback.Increase Descriptive FeedbackDescriptive feedback helps students learn more.Keep it specific and easy to understand - part of an ongoing conversation.Used it in comparison to samples and exemplars.Decrease Evaluative FeedbackFor those with low self efficacy evaluative feedback can actually be demotivating."Grades cause an emotional reaction – either positive or negative. Feedback causes you to think and engage, which is reflective learning.“ (Dylan Williams)When receiving a poor evaluation, Male students tend to blame the school, the test, or the teacher: "The system is stupid." Whereas female students tend to blame themselves: "I am stupid."In both cases most students experience negative emotions and a sense of failure and are, in fact, discouraged from trying harder.Negative evaluations can launch a downward spiral
5Maximise your feedback without going into meltdown Self assessment and target settingPeer assessmentTeacher feedbackMaximise your feedback without going into meltdownBy teaching students how to compare their own work and that of their peers to models, exemplars, and samples of quality, the teacher actually multiplies descriptive feedback using two other sources – self-assessment and peer-assessment.
6Tackling the underlying forces of successful formative feedback Self assessment and target settingPeer assessmentTeacher feedbackMeta-Cognition:Thinking purposefullyGaining self-distanceRecognising destructive inner voicesGrowth vs Fixed mind-set attitudeExamples:Of real projects with feedback still includedVideos – Austin's butterfly is an absolute winnerRole play some feedback with another class member or teacherGet the group to practice ‘talking on task’ to drum up ideasRoutine and repetitionDIRT: dedicated improvement and reflection timeReturn to old feedbackRe-use language
7Dedicated Improvement Reflection Time Plan in time for reflection: especially if you have worked hard to provide individualised formative feedback!DedicatedImprovementReflectionTimeBe prepared to have emotive conversations – if they are cross or sad because of their feedback its because they care.
8Make the benefits of peer assessment clear: (What's in it for me?)Make the benefits of peer assessment clear:If you can help others to progress you will grow and develop yourselfSeeing someone else's efforts makes us view our own more objectivelyYou are helping someone else – altruistic actions make us feel greatTrain students to do it well:Ask students to assess the quality of the peer assessment they receiveHave a comments bank on the wallModel the language yourselfDon’t settle feedback that’s not useful – encourage students not to either
10Print a correct answer/example so that students can visit it to measure their progress Correct common errors to the whole class. Correct personal errors in privateGlow and Grow highlighters:Yellow = you have met or exceeded expectationsGreen = room for improvementFeedback Can Take the Form of Altered TeachingTraffic Lightsgreen moving forward confidentlyyellow moving forward cautiouslyred stoppedGive quick brief feedback as soon as possibleReturn work with symbols that meant one of three things:• This work is better than previous work.• This work is not as good as previous work.• This work is of the same quality as previous work.Supply information about what the learner is doing, rather than simply praise or criticismAsk students to feedback to each otherMore Feedback Please!Dart boardsThe inner circle was = “right on,” the next circle = “working on it,” and the outside circle = “needsimprovement.”Model its use, use it as a group, andthen, when students are ready, use it to peer and self-assess.plan peer assessment and self-assessment opportunities, for example with 'pair and share' opportunities during class questioningtrain children over time to assess their own work and the work of others, and develop an appropriate languageprovide children with clear success criteria to help them assess the quality of their workWatch for incorrect answers or misconceptions and gently point out the flawsWrite a note to students struggling that encourages them to press on