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1 ENTRY TICKET
Please complete the following google form
https://tinyurl.com/y9dtnntd
What is feedback?
Technology as an enabler
Gavin Hays @gavhaysLearning Leader, Catholic Education Catholic Diocese of Parramatta
to “demystify”feed-up, feedback & feed-forward
LEARNING INTENTIONS3
To explore the use and relationship between feed-up,
feedback and feed-forward.
To provide examples of how technology can enable the effective use of feedback
at different levels of complexity.
To gain an understanding of the critical attributes that make
feedback effective.
SUCCESS CRITERIA4
SURFACE DEEP Transfer
Feedback I can● describe how
feedback strategies can bridge gaps in student learning
I can● connect how clarity,
challenge and self-regulation provide opportunities for quality feedback.
I can● apply effective feedback
in my classroom to fostering deep learning.
Technology I can● list different types of
technology tools that can be used for feedback.
I can● compare different
types of technology depending on purpose.
I can● use technology to enable
classroom learning culture driven by feedback.
5 THE FEEDBACK DILEMMA
Feedback cannot exist in a vacuum it must follow instruction.
Feedback needs to relate directly to the task or process in a learning episode.
Feedback needs to fill a gap between what is understood and what is aimed to be understood
THE FEEDBACK DILEMMA6
The apparently simple process of looking at student work and giving useful feedback turns out to be much more difficult than most people imagine
Feedback is among the most powerful moderators of learning, its effects are among the most variable.
7 THE LEARNING PIT
Easy Learning
Deep Learning
If you can leap the pit you are probably not learning
Feedback bridges the gap in the learning pit
Source: James Nottingham
Feedback is founded on the belief that all students can achieve success in learning
8 CHALK TALK - PROTOCOL
Enter the following URL:https://tinyurl.com/yaxg4229
No one can talk and anyone may add a card or image to the Chalk Talk board.
You can vote on participant cards or add comments to extend other ideas.
THE FLIP MODEL9
F L I P=Feedback Learning Instruction Performance
THE FEEDBACK MODELS10
Hattie & Timperley
Where am I going?
How am I going?
Where to next?
Black & Wiliam
Where is the learner going?
Where is the learner right now?
How to get there?
FLIP Model
Where have I come from?
Where am I going?
How am I going?
Where to next?
Feedback relies on knowing your learners starting point. Then developing clearly defined goals (including learning intentions and success criteria). Providing feedback on learning tasks or activities to track a student’s progress towards self-assessing individual performance on these goals.
Activation
11Starting point - “Where have I come from?”
12 ACTIVATION- CONCEPT RETRIEVAL TEST
The Periodic Table
Groups
Elements
Properties
Chemical
Physical
Reaction
AtomsShells
ElectronsNeutrons
Periods
Symbols
Examples
Protons
Atomic MassAtomic Number
ACTIVATION- CONCEPT RETRIEVAL TEST13
The test was administered across different educational contexts to determine reliability.
An experiment was designed to establish the validity of the instrument.
ACTIVATION- CONCEPT RETRIEVAL TEST14
The instrument was automated to ensure agile and efficient use in the classroom context.
In some applications the automated instrument was more reliable than human raters.
Feed-Up
15Clarifying the Goal - “Where am I going?”
3C’s - CLARITY, CLARITY and CLARITY16
The communication of learning goals, with a criteria for a high quality performance on a task to learners, will significantly increases learner performance.
Learning Intentions
SuccessCriteria
CRACKING THE CLARITY CODE17
8 9
0
12
34
56
7Clarity has an impact of (.75)
It is an essential precursor for giving and receiving effective feedback (.69) including from peers.
Supports learners in developing confidence to become assessment capable learners (1.44)
NAVIGATING FEED-UP18
Learning Intentions
A critical aspect of feedback is the information given to students and their teachers about the attainment of learning goals related to the task or performance
Success Criteria
When goals have appropriate challenge and teachers and students are committed to these goals, a clearer understanding of the criteria for success is likely to be shared
TEMPERATURE CHECK19
Go to www.menti.com and use the code 59 08 83
20
Feedback
Respond to student work - “How am I going?”
THE FEEDBACK JIGSAW21
Where have I come from? Where am I going?
Feed-up
What activities need to be undertaken next to make
better progress?
Feed-forward
What progress is being made towards the goal?
Feedback
Evidence is captured and feedback provided on learners performance.
Task
Feedback on the learning processes underpinning, relating or extending tasks
Process
How students self-monitor their own learning?
Self-Regulated
PUTTING FEEDBACK INTO PRACTICE22
Activating students as owners of their own learning
Ensuring learners can move forward in the task
Aligning teacher and peer feedback with the success criteria to provide feedback on the task
Collecting evidence from learners on thethe task, aligned to the learning intention
23
Feed-Forward
Modify Instruction - “Where to next?”
THE FEEDBACK CHERRY24Too often, the consequence of “Where to next”? Is more information, more tasks and more expectations.
Feedback should lead to greater possibilities for learning. This is not “more work”, but more complex or challenging work.
Furthermore, opportunities need to be created to foster student self-regulation over the learning process to develop greater fluency and a range of strategies to work tasks at a deeper level.
SELF-REGULATION25We want our students to ask themselves, How did I get here and where am I going next?
Self-regulation is how students manage and monitor their own actions in pursuit of a learning goal.
SELF-REGULATION26
As learners deeper their knowledge about a topic, they are increasingly open to feedback that challenges them to reflect on the metacognitive processes they used to learn the content
FEED-FORWARD STRATEGIES27Displaying WAGOLLs (What a Good One Looks Like) in the classroom for student reference
Bump-it-up walls display example responses along a continuum of improving quality
Students practise peer feedback collaboratively using “I like” and “I wonder” statements to identify strengths and areas of improvement to peers.
PUTTING INTO PRACTICE28
1 2 3
Feedback I can● describe how
feedback strategies can bridge gaps in student learning
I can● connect how clarity,
challenge and self-regulation provide opportunities for quality feedback.
I can● apply effective feedback
in my classroom to fostering deep learning.
Technology I can● list different types of
technology tools that can be used for feedback.
I can● compare different
types of technology depending on purpose.
I can● use technology to enable
classroom learning culture driven by feedback.
TECHNOLOGY TREE29
USING PEER GRADE30
EXIT TICKET31
Go to www.menti.com
and use the code 22 33 67
01
Mentimeter
02
FeedbackHow has your thinking
on feedback been connected, extended or
challenged?
