Feedback By Daniels group (Mathew, Kamal and Daniel) Lisa needs - - PowerPoint PPT Presentation

Feedback

By Daniel’s group (Mathew, Kamal and Daniel)

Lisa needs feedback

What is good feedback?

u Feedback is a critical response to someone’s actions or

work that provides information on how to improve the product or action.

u “Good feedback is descriptive, not evaluative.” ~ Donovan u Why is good feedback important?

How good is ‘very good’?

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Phrases like “very good”, “good job”, ”well done”.

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These phrases are easy quick responses to a student but are not constructive.

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Saying this ends the conversation and provides no room for growth.

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You can say it of course, but don’t include with the feedback.

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Praise is not feedback.

Say what to do, not what not to do

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Give guidance by providing the correct course of behaviour.

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Telling the student only to stop their current action might achieve short term results (i.e. a stop to the behaviour then and there) but does not provide the student with the correct action to allow them to regulate their own behaviour well.

Feedback task 1

THE 7 HABITS OF HIGHLY EFFECTIVE FEEDBACK

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Focus on what to do and ‘not’ on what not to do

Instead of saying don’t do this, stop that etc. – simply tell the kids what to do. u

Have a clear learning intention in mind (Hattie 2012)

Where are the students going with the learning task? Have a clear goal so that students actively seek and listen to feedback.

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Praise can be good but not to be included as feedback (Wong & Waring 2009)

General praise such as ‘well done’, ‘good work’, ‘excellent’ can dilute the power of a good feedback therefore it shouldn’t be used as a feedback.

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Only give honest and specific feedback (Jones 2011)

It is important to focus on students success but, performance is not aided by feedback that is inaccurately positive. Feedback needs to be specific to the student and accurate so that students do not perceive it as fake feedback.

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Ensure the feedback is understood by the students (Hattie 2012)

Feedback is much more strong if teachers can confirm with their students whether they received the feedback and have understood it.

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Feedback should be descriptive not evaluative (Donovan 2000)

Feedback is descriptive, not evaluative. "I like this" isn't a helpful feedback. However, it could be said "This is good because you have argued your case clearly and scientifically“. u

Give feedback first then the advice (Donovan 2000)

Often advice is given first that tell students what to do. Students then try to decode the feedback from the advice. If feedback is given first students will be more receptive to the advice and may not even need the advice as feedback allows them to self-assess and re-adjust.

The feedback formula

u This is what you did…… u It resulted in this…… u Next, try this……

Uh oh! Someone’s not paying attention!!

‘Very good’

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In an early years ESL class, the students have been asked to write a recount of their weekends 1-2 sentences long. They are sharing their writing with the

• class. It is Miyuki's turn to read. "On the weekend, I extremely happy," she

says, holding up her recount to the class. "Very good," the teacher responds, and turns her gaze to the next student to read.

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What do you think of the teacher's 'feedback'?

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What are the potential (positive and negative) effects of using 'very good' as a response?

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What would you say to Miyuki?

Someone needs help

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A student in your reception class is reading a book, appropriate to their level,

• ut loud to you one-on-one. As they stumble on an unfamiliar word, they look

to you for help.

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What feedback would you give the student to guide them towards a more desirable strategy for decoding the unfamiliar word?

Message Received?

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You are an experienced teacher observing a pre-service teacher at work. A student hands the PST a completed task. You listen to the PST's feedback as she reads through the task. "Good girl!" she says and the child beams. "You should have paid attention to the nouns," the PST continues. The PST hands back the task and the student happily walks off.

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Do you think the PST achieved what she wanted to with her feedback to the student? What feedback would you give the PST on her feedback?

Rubber bands

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In Mr. Gaines' fifth grade class, it is reading workshop time. That means that students are supposed to be focused on independent, quiet reading of their

• wn books. Sammy, Tyler and Nate are sitting together. Sammy flicks a rubber

band he has found on the floor at Tyler. When Tyler ignores him, Nate starts smirking, picks up the rubber band and flicks it at Sammy. Soon, the boys have forgotten that they are supposed to be reading; they start giggling and throwing the rubber band back and forth.

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What would you say to Tyler?

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What would you say to Sammy?

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What would you say to Nate?

Line Up

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You have asked your class of year twos to line up at the door. They do so quickly but begin to talk very loudly, disrupting the class next door.

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What is your response?

Morning Meeting

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When the fourth graders in Mrs. Lee's class gather for their morning meeting today, Audrey feels really excited. She wants to share everything that has been happening in her house; they got new baby chicks, and her grandma is coming to visit! Mrs. Lee brings the class together, and Audrey starts calling

• ut with all of the stories she has to share. Mrs. Lee reminds her that calling
• ut is unacceptable. The class gets quiet, but as soon as Mrs. Lee starts

speaking, Audrey starts calling out again.

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How would you respond to this?

Play Time

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In a play based learning child centred classroom, where children have options to choose activity at different stations and do the activities. In a year 1 class, group of 5 girls are making puppets and then as a group need to make a story using the puppets. Bethany feels excluded by her group members as they are not letting her use her puppet to be part of the story. She feels excluded and returns to her desk and starts colouring in. The pre-service teacher running the class goes to Bethany and talks to Bethany and the group and helps integrate Bethany back into the group. However after a while Bethany is again seen at her Desk colouring in alone.

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What would you say to the group to fix the situation?

Little John

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John frequently interrupts the classroom and has done so all day.

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During one of your maths lessons today he starts calling out again.

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What would you say to John?

Silent but deadly

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Karen rarely speaks in class despite having many excellent ideas to share. During a science lesson she joins in the discussion with a very excellent idea. What would you say to Karen to promote this behaviour?

Mean Mehrab

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Mehrab hits Marco in the arm during class. He is sent to the office for a time

• ut. He has been there for the last two lessons to reflect on his behaviour.

You are now talking to him attempting to reintegrate him into the classroom.

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What do you say to him about his behaviour?

Feedback, and…

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Why bother with feedback anyway?

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AITSL standards

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MLE principles

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Two functions of feedback on student behaviour (Goldstein)

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John Hattie…

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The temptation to fall back on bad habits!

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Encouragement

A thank you gift from us!

Reflecting

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What have you learned?

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Will you use these strategies in the future?

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Were you challenged professionally and intellectually to think about feedback in a new way (or even redefine what feedback is to you)?

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What do you think of our teaching strategy (using the MLE principles of course!)?

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How would your feedback to your inattentive student Mathew differ now?

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A final challenge: can you use our 7 habits and our feedback formula to give us some feedback (and make Rob happy at the same time?)

Reference

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Donovan, J 2000, Education Assessment: Assessment to inform and improve student performance, SASTA Journal, vol. 35, no. 1, pp. 43-44.

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Goldstein (https://www.psychologicalscience.org/observer/beyond-the-grade- feedback-on-student-behaviour)

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Hattie, J 2012, Know They Impact, Educational Leadership, vol. 70, no. 1, pp. 18 – 23. <https://www.uen.org/utahstandardsacademy/math/downloads/level-2/5-2- KnowThyImpactHattie.pdf>

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Jones, V 2011, Developing standards for classroom behaviour, Practical classroom management, pp. 91 – 128.

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Reader's Workshop (from https://study.com/academy/lesson/behavior-scenarios- for-elementary-students.html)

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Wong, J, Waring, HZ 2009, ‘Very good’ as a teacher response, ELT Journal, vol.42,

• pp. 195 – 203.