Effective Feedback is one of the most powerful ways to improve student Learning. In this session we will see in detail how PLTs can work together to plan effective feedback which is Explicit, Timely and Relevant ... and highly Personalised. This session shows how effective feedback helps my teaching.
APM Welcome, APM North West Network Conference, Synergies Across Sectors
I masterclasses episode 7 v3ptx
1. title
Episode 7
Student Learning Goals
Feedback Part 1
2. Welcome to iMasterclass-Episode 5
Hume Region presents: Student Learning Goals - Reflections Part 2
Brendan OBrien, Gail Stanley and Libby Delbridge
3. Purpose of these Sessions
These online professional learning sessions will:
Build a community of teacher/learners beyond your school
Provide a framework for effective PLTs
Develop an effective process for Student Goal Setting
Provide confidence and skills in using Ultranet
4. The Learning Intention for today is......
How do I as a teacher provide students with effective
feedback on their learning goals
The Success Criteria will include........
1. I will be able to explain how to provide effective
feedback to students on their learning goals
2. I will learn how to model feedback on goals
3. I will be able to understand how a PLT can plan
effective ways to give feedback on student goals
5. In our episodes so far we have learnt
why setting SMART goals and supporting
students to reflect effectively on them
are so important
Why is Feedback on learning goals important?
How do we want our students to utilize our feedback?
7. POLL
As part of the series of sequential PL did
you participate in previous
iMasterclasses Learning Goals sessions?
A. Yes, 1 or 2 previous sessions
B. Yes, 3 or 4 previous sessions
C. Yes, 5 or 6 previous sessions
D. No, this is my first session
Did you know? That prior to this session on Feedback there were six
sequential episodes on Learning goal setting and reflection. You can
watch the recordings of these sessions and pick up all the resources
from the iMasterclasses Design Space
9. What is feedback?
• Oral feedback or written feedback that will give students
a clear picture of how they can make progress towards
achieving their learning goal
• The feedback content will be guided by the student’s goal
and reflection/s so far
• Feedback is not a long conversation- it is Explicit, Timely
and Relevant ... and highly Personalised
10. How can we make sure it is Explicit, Timely,
Relevant and Personalised?
• Draw on knowledge of where the student is at
(data informed)
• Refer to the SMART goal framework
• Use supporting rubric or learning focus
• Set a timeline that is timely and realistic for
the teacher to provide feedback to all
students over time
Use the alphabet tool to classify dot points as E, T, R or P
11. What have you found successful? What works for you to write or give effective
feedback to students? What are your key elements? How does feedback assist
students to progress towards achieving their goals?
12. More info on feedback in the
iMasterclass Design Space
Hume Region Classroom Teaching Techniques
Design space
‘Using the eXpress
Space for
Reflective Writing’-
Deb Hicks >
Feedback tab
13. Let’s watch a 2.10 minute video to see how PLTs
might plan to provide effective feedback to
students on their goals
Please
via Web Tour
press
PLAY
yourself
FUSE LINK:
https://fuse.education.vic.gov.au/
THEN ENTER FUSE ID 7YDR8B
14. What problems can you see with giving feedback? How could the PLT in your
school plan for effective feedback? How can giving feedback inform teachers about
their next step in planning teaching and learning?
15. • Where feedback is provided, in discussion with
the student about their goals, an opportunity
arises for the teacher to find out what the
student understands
• The teacher can use this information to plan
future teaching and learning
16. How to join
iMasterclasses
Design space...
1. Join the Hume Region iMasterclass Design Space
2. Go to Design Spaces
3. Click Available Spaces tab
4. Search by Space ID number (139211104)
5. The space is Open access so click the Actions
box and Join
6. After you have joined click on the title to open
the space
17. In Episode 8…
• The whole school approach for effective Learning Goals,
Reflection and Feedback focusing on developing a whole
school process for best practice
• Once a portfolio viewer, feedback can be provided as a
comment in the eXpress space blog making feedback
available to students, teacher and parents 24/7.
18. How are you feeling about providing
effective feedback to students
to support them to achieve their learning goals?
21. Resources:
Classroom Teaching Techniques-Hume Region 2012
Hattie, John Visible Learning Routledge, New York, 2009.
Hattie, John and Timperley, Helen ‘The Power of Feedback’ in Review of Educational Research
March 2007, Vol. 77, no. 1, pp81-112 from www. http://rer.aera.net date accessed: 28th October
2011
Ultranet Online Support Module 9 (ultranet support site)
https://ultranet.vic.edu.au/portal/web/support/reflect
DEECD Student Reports-Personal Learning Goals
http://www.education.vic.gov.au/studentlearning/studentreports/schools/personalgoals/suppmonitor
plg.htm
DEECD Prep to Year 10 Assessment
http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/proflearning/module4.ht
m
e5
http://www.education.vic.gov.au/proflearning/e5/model/evaluate/lev4.htm
Design space ‘Using the eXpress Space for Reflective Writing’-Deb Hicks Design Space ID:
108634106
References:
Acknowledgements: Alan and Dora Show Elaborating Mathematics
eBookboxes
Notas do Editor
Why is Feedback on learning goals important? Without feedback we just have our own goals and our own opinion of our success or lack of success Will learning goals go anywhere without feedback along the way?Feedback provides the opportunity for guidance from a teacher, who knows the student as a learner and can give advice to help achieve learning goalsBackwards design (or backward design) is an instructional design method invented by Wiggins and McTighe and is part of their larger Understanding by Design framework.“ Backward design begins with the end in mind: What enduring understandings do I want my students to develop?” ([1]). It is particularly suited for teacher designers who think in terms of what they wish to achieveBACKWARD design-start with goal in mind-how will we get there? Ideal we are given feedback we go away and think about it and then plan how we can take that advice and put it into practice. My coach said my right leg is not as effective –and causing my gym exercises to the right to be less effective -how can I get it stronger? Being aware is the first step…then make a plan in the new goal /modify the old goal using the feedbackFEEDBACK can be modelled by teachers-feedback buckets on ledge outside staff room. Add a note to give feedback to another staff member-this was done as a staff morale / appreciation activity. It models the value of positive feedback
Teacher feedback can occur throughout the cycle- it adds the layer from the teacher –who understands the content knowledge, and how students learn, so brings this important viewpoint / lens to the learning goals task
Hopefully the SMART goal framework has assisted the student to create a specific, measureable, that has actions, is realistic and timely-This is why we provided a framework. If setting the goal initially was done well the reflection and feedback stages will be easier.Feedback is not a long winded dialogue between teacher and student- http://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/unpacked.htm
Know the students-some need praise and encouragement, some need challenge and support PRefer to the rubric or learning focus E and RWhat is the student aiming to understand? What is understood? EBe specific and explicit about feedback, provide examples where possible E and RTimely-try to give feedback as close to the learning and assessment of the goal as possible T
What have you found successful? What works for you to write or give effective feedback to students? What are your key elements? How does feedback assist students to progress towards achieving their goals?What is the teacher doing to: Monitor the progress of each individual student and use this as a basis for feedback? Include different levels of feedback to individual students, based on their next point of need? Provide opportunities for students to give feedback to the teacher about their understanding? Acknowledge CTT
To keep us at the forefront of the best teaching and learning practices, Hume region has developed a package of classroom techniques for schools and teachers. It is a professional learning resource on classroom techniques –developed with principals input together with research from John Hattie and David Hopkins, that has been provided to every school in Hume Region. The resource includes:•• A priority setting tool•• Support material for professional learning meetings for all school staff•• Structured and resourced Professional Learning Team Meetings.A key aspect of the approach is encouraging teachers to work as a team to develop their expertise in the classroom.The techniques cover:•• The learning context or environment – the technique packages are Positive relationships and Protocols for teaching•• Teachers’ professional knowledge – the technique packages are Content knowledge and How students learn•• Delivery and evaluation of knowledge and skills – the technique packages are Explicit teaching, High Expectations and Feedbackand reflection.Design space ‘Using the eXpress Space for Reflective Writing’-Deb Hicks > Feedback tab 108634106 https://ultranet.vic.edu.au/portal/group/using-the-express-space-for-reflective-writing-108634106/feedback feedbackhttp://www.teacherstoolbox.co.uk/video_index.htmlHattie and feedbackhttps://ultranet.vic.edu.au/portal/group/using-the-express-space-for-reflective-writing-108634106/9
What problems can you see with giving feedback? How could the PLT in your school plan for effective feedback? How can giving feedback inform teachers about their next step in planning teaching and learning? TIME next episode will show HOW in the ultranet, feedback in discussion and offline2. PLT –agreement on elelments, model then…..share examples, refine-hone our feedback skills3. Understanding –especially in discussion with student –probe for understanding with key questions. Does student work demonstrate understanding?This informs teacher’s planning -what student needs to be taught next > plan next step with knowledge of how student’s learn and content knowledge
What do we learn about student understanding? Can this inform content and teaching practice?Provide opportunities for students to give feedback to the teacher about their understanding? Acknowledge CTT What student needsWhat to teach nextIdentify common misunderstandings –differentiate learningLearning focus-evidence from student of their understandingLearning intention-Protocols of TeachingSuccess criteriaWill give teacher critical information for teaching and learningEVALUATE e5 level 4-top capabilityThe teacher moderates both within and across classes to ensure consistent judgements. They support students to reflect on their learning outcomes and evaluate strategies used. The teacher conferences with individual students using student reflection and teacher judgement to discuss progress against curriculum standards. The teacher refers to the conference and curriculum standards when facilitating an individual student’s identification of future learning goals and strategies.Hume Region CTT –Feedback and Reflection summary sheet-typical indicators Innovating (4) (includes) I utilise assessment and feedback from students to reflect on my teaching and modify future lessons and learning tasks.
4 A planner for PLTOther information on feedbackPowerpointRecorded link