Giving Feedback and Questioning

7/31/2019 Giving Feedback and Questioning

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Session 3: AssessmentPractical CPD activities

Index:P. 1 Activity 1: Giving effective feedback

P. 3 Activity 2: Classroom questioning and dialogue

P. 5 Activity 3: Self- and Peer-assessment

Activity 1: Giving effective feedbackSmall group discussions

1. Some topics on feedback for small group discussions In your subject, what kinds of information or material would be appropriate

to give feedback on?

Make a list of ways to generate work from learners on which you can givefeedback in your teaching situation

Is it possible to give unhelpful feedback? What kinds of feedback should beavoided? Why?

How can you make feedback as useful as possible? How can you ensure that feedback you give is taken on board by the

learner and actually does help them improve their work?

Do learners always believe their teachers feedback? In what circumstancesmight they not? What are the issues here? How can teachers build trust so

that feedback is believed?

Can anyone else give feedback besides the teacher? What might be theadvantages of this at times?

Research suggests that feedback in the form of grades is unhelpful, andmay even demotivate learners. Think of reasons why this might be the case

How can feedback be built into lesson planning?


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What is particularly useful about verbal feedback? What are the strengths of written feedback, and marking of work?

2. Ask groups to try and agree on answers to some of these questions, and recordthem on a flipchart. If they cant agree, record this too.

3. After 15 minutes of small group discussions, get each group to present theirflipchart to the whole group.

4. Use the presentations to compare responses, especially where there aredifferences, or unresolved questions

5. Share the following principles for effective feedback: Stress the importance of authenticity in giving feedback: tell the truth, but

be constructive so learners can see how they can improve their work

Relate feedback to learning goals: the teachers task is to help the learnersee how they can bridge the gap between where they are now and where

they want to be. The learners goals are likely to go beyond the explicit

aims of the course or qualification they are following

Emphasise that feedback must be manageable it may be best not tocomment on everything, only the most important things

Stress the importance of thinking: what can the learner do with thisfeedback? Will it help them improve their work in ways that they can see?

Encourage discussion about balancing the possible negative effects ofgiving grades, which may be unavoidable in some work situations, with

constructive qualitative feedback

Get participants to make a note of the three most important points they have

learned from this activity, and how it will make a difference to their teaching in the

future.


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Activity 2: Classroom questioning and

dialogue

Small group discussions

1. Some topics on questioning for small group discussion: Why ask questions in a class? Make a list of different types of questions that might be asked in a class Give examples of each type What is the specific purpose of each type of question?

Who asks questions?

How long should teachers wait after asking questions? Should questions be directed to individual learners, or to the group as a

whole? Why?

How can learners questions be used to promote learning for the wholegroup?

How can unconfident learners be encouraged to ask questions? How should questions NOT be answered? Make a list of donts How can questioning be built into lesson planning?


3. After 15 minutes of small group discussions, get each group to present theirflipchart to the whole group.

Use the presentations to compare responses, especially where there aredifferences, or unresolved questions

Stress the importance of teachers developing a continually expandingrepertoire of classroom questions, through discussion with colleagues, and

continually trying them out in their classes

Stress the importance of ensuring that all learners in the group are askedquestions, not just the confident ones.


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Point out how teachers can generate classroom discussions by focussingon disagreements or incorrect responses, but without necessarily providing

a more correct response: for example: thats very interesting Sam. Diane,

what do you think about Sams answer?

4. Get participants to make a note of the three most important points they havelearned from this activity, and how it will make a difference to their teaching in the

future.

Final points on classroom questioning

Classroom questioning by the teacher, and encouraging learners to askquestions to further their learning, are critical elements of effective teaching.

Some kinds of questions support learning more than others

Classrooms full of talk are more likely to be rich learning environments thansilent ones. Useful kinds of talk include dialogue between teacher and learnersand between learners, questions from learners and from the teacher,

arguments and group discussion as part of collaborative tasks

One of the teachers main roles is to build and sustain an atmosphere in theclass that supports learner engagement in challenging learning activities,

including asking questions, expressing uncertainty, collaborative work with

other learners, and self- and peer-assessment. This may not be easy,

particularly if learners are lacking in confidence or have negative feelings about

education and learning. Teachers need to work hard continuously to build and

sustain trust and openness within the group

While careful lesson planning is vital, it is important that plans can respond tolearners learning needs. Learners are more likely to be active agents of their

own learning if they see that what they do and say makes a difference to what

the teacher does

Teachers need continuously to maintain and develop their communicationskills and practices, through developmental discussions with colleagues and

others. The way the teacher talks and behaves in the classroom is a key way in

which to generate an atmosphere that supports effective learning.


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Activity 3: Self- and Peer-evaluation

Activities on self- and peer-evaluation

1. Some topics on self- and peer-assessment for small group discussions Many teachers are nervous about getting learners to evaluate their own or

others work. Why does care need to be taken in using this approach? How

can problems be avoided?

Why is it important for learners to be able to evaluate their success in usingtheir new skills and knowledge in the real world?

What specific issues may need to be included in order that learners cantake part in evaluation processes?

1. In small groups, get participants to read the Case Study (see resources) and thenhave a go at the following tasks:

Devise an activity that would require learners to collaborate in settingassessment criteria for their own course

Discuss how to use examples of good, bad or excellent work to involvelearners in thinking about how to complete a specific task.

Devise an activity that would help learners to feel comfortable aboutcommenting on each others work.

How would you help learners to begin to understand and/or use thelanguage of assessment?


3. After sufficient time to do some of these activities, get each group to present theirflipchart to the whole group.

4. Use the presentations to compare responses, especially where there aredifferences, or unresolved questionsFinal points on self- and peer-evaluation

Stress that developing confidence in self- and peer-assessment in the use ofnewly learned skills and knowledge is an essential element of being able to

use those skills fluently and confidently in real-life situations outside the

course


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Emphasise that self- and peer-assessment activities need to be carefullyplanned, and integrated into programmes of learning and schemes of work

It is often helpful to design activities as games involving lots of talk, and anelement of competition, as long as this remains light-hearted and supports

group interaction and confidence.

For example, classes can be divided for classroom activities into small groups, each

working separately and collaboratively on practical tasks such as agreeing on appropriate

assessment criteria, or the best approach to addressing a particular complex problem

relevant to the subject of study. After a set time, the groups have to present their findings

to the whole class. Other members of the class interrogate their presentations, and then

the whole group discusses the strengths and weaknesses of each presentation. Possibly

scoring could be involved, rather as in a TV game show. The teachers input in this

scenario is less as the provider of information and more that of chairing a debate. Friendly

rivalry and competition, managed carefully by the teacher, can make this processentertaining and highly motivational, as well as providing an incentive to carry out the task

well.

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Giving Feedback and Questioning