Feedback
A bit Of humor...
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Why feedback?
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Feedback is one of the top 10 influences on student achievement. John Hattie’s research has focused on feedback for a long time.
According to Hattie and Timperley (2007) feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. They developed a model of effective feedback that identifies the particular properties and circumstances that make it work. Feedback on task, process and self regulation level is far more effective than on the Self-level (e.g. praise wich contains no learning information). Descriptive feedback is closely related to providing formative assessment (see above). In an interview Hattie emphasized that the most powerful feedback is that given from the student to the teacher. This feedback allows teachers to see learning through the eyes of their students. It makes learning visible and facilitates the planning of next steps. The feedback that students receive from their teachers is also vital. It enables students to progress towards challenging learning intentions and goals. Examples: Related to the notion of “feed up, feed back and feed forward” teachers must answer three feedback questions: “Where am I going? How am I going? Where to next?” Constantly ask the students in order to maximize the feedback from the learner back to the teacher. Create a classroom climate where error is welcomed. In this short video John Hattie talks about what feedback means and how to make feedback work effectively for learning in the classroom. http://visible-learning.org/glossary/ The Power of Feedback https://www.teachingchannel.org/videos/math-lesson-plan-critique
WHY why why............ |
Elements of constructive feedback
1: Where am I going? 2: How am I going? 3: Where to next? Four different levels of Feedback
1: Task level 2: Process level 3: Self regulation level 4: Self level
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Peer (adult-adult) feedback
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