 The Funny The Funny  The Future The Future  Can we make learning better by making it more fun to do? Can we make learning better by making it more fun to do?

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Online feedback among peers who know one another is effective. Studies have shown that students are more comfortable with and adept at critiquing and editing written work if it is exchanged over a computer network with students they know. And student writing that is shared with other students over a network tends to be of higher quality than writing produced for in-class use only (Coley et al., 1997).

Feedback is like fish, it goes off after a week.

It is closing the gap between where the students are and where they are aiming to be that leads to the power of feedback.

 It must be timely  It must be specific  It must be understandable to the receiver  It must allow the student to act on the feedback (refine, revise, practice and retry)

Feedback is “one of the most difficult, demanding and complex tasks a teacher has to face.” (cited in Bennett, 1997, p.11). Hattie and Timperley, analyze four levels of feedback: a) Task feedback(FT) b) Process feedback(FP) c) Self-Regulation feedback(FR) d) Self as a person feedback (FS) “Feedback needs to provide information specifically relating to the task or process of learning that fills the gap between what is understood and what is aimed to be understood.” (Saddler:1998)

Level 3: Self-regulation Relates to greater skill in self evaluation/self regulation Level 2: Process Aimed at the processes used to create the product/task Level 1: Task 'corrective feedback' information focussed Most feedback remains task focused Pedestal of feedback ‘Having correct information is a pedestal on which processing and self- regulation can be effectively built.’ ‘Feedback at this process level appears to be more effective than at the task level for enhancing deeper learning’ Increases the ability to accommodate feedback and create internal feedback... Feedback directed to the ‘self’ (e.g.: “You are a great student”). ‘Rarely does it enhance achievement or learning’.

 1:1 classroom: assessment tasks and feedback  Classroom set up  Differentiated programs

 Quia  Google Docs  Voicethread  Photostory 3/Movie Maker  Wikis  Blogs  Audio/Video  Scootle

 Immediate feedback  Allows for teacher to provide feedback within answers  Games reinforce solutions  Survey allow for students to gain feedback from other students  Quiz results are immediate  Daily quizzes made by students

 Used to allow students to contribute without feeling the pressure of being wrong  Provides immediate feedback to the students answers  Is collaborative  Examples

 Allows students to receive immediate feedback to their test results  No more waiting weeks for test results by which time you have moved on  Can be daily, quick and beneficial  Teacher can provide feedback to the incorrect answers  Allows students to retry and receive feedback  Once set up time efficient.

 Enhances enthusiasm for the feedback  Provides the students with immediate and recognizable quality feedback  It’s fun  Students are able to redo in their own time when they want.

 Collaboration and Feedback – documents can be shared, opened and edited by multiple users at the same time  Free  Web based  Save to Google severs – The Cloud Examples  Feedback through collaboration Feedback through collaboration  Online Quiz

 Collaboration activity  Students able to view other students ideas before submitting theirs  Teacher/Students/Peers are able to provided immediate auditory feedback  Year 11 Year 11  Year 7 Year 7

 Allows you to make quick interactive movies  Students can present projects in a new and interesting formatformat  Students can demonstrate their understanding of topics and develop resources for othersothers

 formative assessment on work in progress and summative assessment on the final submission; and  Feedback…most powerful when it is from the student to the teacher…” (Hattie:2009)  Technology Podcasting unit.

 Flip Camera  “Able to have a record that I can go back to at any time” (student)  “Being able to replay the messages again and again alerted me to the things I needed to address” (student)  “You could understand what the teacher was talking about through the tones in her voice” (student)  “I could continually reflect on what needed to be improved. Video

 Geography Geography  Technology Technology  Edmodo Edmodo

Students often have the following experience of face ‐ to face feedback:  Find it intimidating  experience it as a public examination of a still private work  find it difficult to take it all in  tend to focus on the negative comments  no opportunity to reflect on feedback Similarly, teachers’ experience of face ‐ to ‐ face feedback can be:  stressful and emotionally draining  time consuming  on the spot – public  no preparation or reflection  balancing positives/negatives  no eraser

“Able to have a record that I can go back to at any time” “Being able to replay the messages again and again alerted me to the things I needed to address” “You could understand what the teacher was talking about through the tones in her voice” “I could repeatedly reflect on what need to be improved” Example “it was good to sit at home, where it’s nice and quiet, and listen to the feedback” Task

Results

 Blogs  Edmodo Edmodo

 Engaging Students in Social Issues “The Values Exchange Program”  Over the last twelve months, we have expanded the prescribed content outcomes to explore topics such as:  Surrogacy;  Worldwide food availability;  Genetically modified plants and animals;  Stem cell research;  Use of animals in scientific research;  Genetic testing for predispositions to cancer and other diseases;  Human cloning for the purpose of producing organs for terminally ill patients. Results Report