feedback and reflection - staff presentation
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TRANSCRIPT
FeedbackReflecting and Reviewing
SHS 2013
Feedback and reflectionLearning intention:
To better understand effective feedback.
SHS 2013
Essential Questions
How is the technique of feedback and reflection defined?
What is teacher/student feedback?
What is student/teacher feedback?
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Making links - Feedback, Reflecting and Reviewing
HRLTP Best Practice
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Research from HattieFeedback and Reflection– effect size: d=0.75
Hattie, John. Visible Learning Routledge, New York, 2009
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Feedback and Reflection
Provide explicit, timely, relevant and personalised feedback – teacher/student (what is aimed to be understood) and student/teacher (what is actually understood).
Feedback specifically related to the learning intention, task or process of learning and contains reference to practical action.
Uses assessment and continuous monitoring to inform content and teaching.
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Feedback HRLTP
Throughout the HRLTPs, Feedback and Reflection drives the literacy teaching.
I liked how you explained why the text was written.
You were clear and precise when saying the key new
ideas you learnt.
Can you tell me about the actions you used to review
the text?
You were able to say how your knowledge changed.
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What does effective feedback and reflection look like in
the classroom?
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Defining ReviewReview is where the students are able to revisit their
learning, identify what new knowledge has been learnt and the strategies they used to understand it.
It also includes the understanding of how they were able to bridge the new knowledge to their existing knowledge.
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Understanding Review
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Why is Review important?When students review they:
draw together what they have learnt into an overall understanding
answer the questions: What do I know now that I didn’t know earlier? What has the text told me/been about so far?
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When we review we:activate short-term memory and make space for new
learning
link new knowledge to prior knowledge
commit the new knowledge to long-term memory
make our learning available to us for future use.
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When do we review?At the beginning of a lesson.
Throughout a lesson.
At the end of a lesson.
Before beginning a new topic.
Throughout a topic.
At the end of a topic.
Review can occur at any stage of learning.
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Linking the learning intention and success criteria
It is important to link the students’ review of their learning back to the original lesson/unit learning intention.
The measures by which the students are able to review is through the success criteria.
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Four areas of Review
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Reviewing what has been learnt
1. Reflect on the new vocabulary
2. Reflect on my reading
3. Reflect on the new ideas
4. Reflect on my learning actions
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1. Reflect on new vocabulary
What are the synonyms for the key words?
Which new words did I learn?
What images will I link with the new words?
How will I say the new words aloud?
How will I spell and write the new words?
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2. Reflect on my reading
What new ways of saying things do I now know?
What reading action/s worked well?
How well did I understand the text?
What reading actions do I need help with?
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3. Reflect on the new ideas
What questions do the new ideas answer?
What are the key ideas I learnt and write about the new ideas?
What images do I make of the new ideas?
How can I say the new ideas in other ways?
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4. Reflect on my learning actions
What learning actions did I use?
How can I use these ideas in a different situation?
How did using the learning actions help my learning?
Effective Feedback
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EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going?
(the goals)
Feed BackHow am I going?
Feed ForwardWhere to next?
Each feedback question works at four levels:
Effective Feedback
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Each feedback question works at four levels:
Process LevelThe process needed to
understand / perform tasks
Task Level
How well tasks are understood /
performed
Self-regulation Level
Self-monitoring, directing and regulating of
actions
Self LevelPersonal
evaluations and effect (usually
positive) on the learner
Feedback and Reflection
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What is my practice?Read through the indicators 0 to 4 and identify which level or combinations of levels you think best represents your classroom practice with Feedback and reflection
Turn and Talk
2 minutes each in pairs, a quick reflection on:
‘What I do, and don’t do’
Away Task
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How am I going to act on this information?
End