Calrg2010

DMW, CALRG, May 2010

Models of feedback: Findings from hospital school teachers using ICT

with children suffering from a chronic illness

Denise Whitelock, Roser Pinto* and

Marcel.la Saez*The Open University

*Autonoma University, Barcelona

[email protected]

Project problem

Children with chronic illness hospitalised for long periods

Miss out on schooling

Difficult to catch up with Maths and Science

At home often without tutors


Solving the problem

Targeted children with kidney disease

Science lessons have more effect targeted to child’s illness (Korta, 2003, Arnau et al, 2005)

Science material delivered by Moodle

Nefreduca


Nefreduca 1


Nefreduca 2


Nefreduca 3


Nefreduca 4


Finding a feedback model

Recorded teacher and student talk when using Nefreduca

Analysed with Bales categories


Bales Categories


Categories Specific Examples

Positive Reactions

A1

A2

A3

1. Shows solidarity

2. Shows tension release

3. Shows agreement

Jokes, gives help, rewards others

Laughs, shows satisfaction

Understands, concurs, complies, passively accepts

Attempted Answers

B1

B2

B3

4. Gives suggestion

5. Gives opinion

6. Gives information

Directs, proposes, controls

Evaluates, analyses, expresses feelings or wishes

Orients, repeats, clarifies, confirms

Questions

C1

C2

C3

7. Asks for information

8. Asks for opinion

9. Asks for suggestion

Requests orientation, repetition, confirmation, clarification

Requests evaluation, analysis, expression of feeling or wishes

Requests directions, proposals

Negative Reactions

D1

D2

D3

10. Shows disagreement

11. Shows tension

12. Shows antagonism

Passively rejects, resorts to formality, withholds help

Asks for help, withdraws

Deflates others, defends or asserts self

Feedback incident 1 occurred when children were reading the text or templates for the activities

Bales Category Teachers’ action Teachers talk during action Teacher identifier

B1- GIVES SUGGESTION

Suggest the student re-examines the task instructions or reviews the video animation

“When we don’t know something we should go back and revise what has been explained in the Nefreduca texts”

T1

B3- GIVES INFORMATION

Clarifies some science concepts

“The student asks: What does it mean “the unassimilated food”, and the teacher answers “The food that is not assimilated, not dissolved, not useful”

T1, T2, T3

Clarifies some aspects of the images

”The student asks about the size of the ‘strainer’ holes. This part of the program is referring to diagrams of the filtration system in the kidney. The student rephrases the same question by asking if the images are microscopic. The teacher agrees and explains that the holes are only visible with the microscope”

T1, T2, T3


Feedback incident 2 occurred during a child’s activity with the Nefreduca program

Bales Category Teachers’ action Teachers talk during action

Teacher identifier

A2- SHOWS TENSION RELEASE

Smile and make statements to prevent and avoid the building of negative emotions (frustration, worry)

“(Smile) Well, don’t worry, try to explain it in your own words”, “Listen, if you don’t know the answer, you could write “I don’t know”. We could also answer this way, eh?

T1, T2, T3

B1- GIVES SUGGESTION + C1-ASK FOR INFORMATION

Propose a hint in a direct or indirect way

The teacher helps the student to remember the text that has been read and the images seen. Then the student gives the right answer and the teacher concurs. The student says: Small tubes and the teacher: What have those small tubes…? The student says: ah! Holes!, the teacher replies: aha!

T1, T2, T3


Feedback incident 3 occurred after the children answered a question

Children’s answer to Nefreduca questions or tasks

Bales Category Teachers’ actionTeachers talk during action

Teacher identifier

If the answer is incomplete

3.2

B1-GIVES SUGGESTION

Propose to revise the video or animation of the activity or to revise the text of the previous templates

“Let’s see the activity video again!”

T1

Gives a hint“And this also, eh! (the teacher is pointing to the computer screen)“

T2, T3

A3-SHOWSAGREEMENT

+

C1-ASK INFORMATION

Complies“Ok! Put this answer here. Well, the water and what else? Which kind of nutrients do you have here?”

T2Clarification

C2-ASK FOR OPINION

The teachers intonation is expressing that the student answer is not complete, the teacher also give hints

“Really? They move it from one side to another? And what else? They move it alone or they put in something”, It renews them, do you think so? It’s difficult to renew something that you don’t want any more, that’s not useful for anything. What do you think?”; “Already? So quickly?”

T2


Feedback incident 4 occurred when the student finished a question, an activity or the whole Nefreduca materials

Bales categories

Teachers’ action

Teachers talk during action

Teacher identifier

A1-SHOWS SOLIDARITY

Rewards

“Fantastic”, “Very good!”, “We’re the Champions! The Champions!! We’ve finished, that’s the end of the Nefreduca darling! Good work!”

T1, T2, T3


Operational model of formative feedback generation for the next version of the Nefreduca program: Part 1Stages of Analysis by

computer of students’ responses

in the Nefreduca program

Advice with respect to Content

Socio-Emotional Support

STAGE 1: UNDERSTANDING THE NEFREDUCA ACTIVITIES Computer system to check the timing spent on this section of the work

The introduction will help you to understand what you are going to learn with Nefreduca.

Recognise effort and encourage students to have a goYou have done well to make a start …..

STAGE 1a: Spending too long on the introduction and understanding the Nefreduca activities

Is there anything you do not understand? Perhaps go back and see what was explained before?

Praise the students for working through so far and remind them that it will be good to study what is in the program and why

STAGE 1b: If no time delay, go to 2


Operational model of formative feedback generation for the next version of the Nefreduca program: Part 2Stages of Analysis by computer of

students’ responses in the Nefreduca program

Advice with respect to Content Socio-Emotional Support

STAGE 2a: WORKING THROUGH THE NEFREDUCA ACTIVITIES Response to error 1

Give an indirect hintInstead of concentrating on X, think about Y in order to answer the question.

Praise what is correct and point out what is missing

STAGE 2b: Response to error 1

Give a direct hint about P Have another look at the video and concentrate on what Y is doing

Praise what is correct and point out what is missing

STAGE 2c:Response to error 1

Give answer Praise persistence and effort

STAGE 2d:If answer is correct go to 4

STAGE 3a:RESPOND TO INCOMPLETE ANSWERAsk for clarification

What do you mean by X?Explain it more fully

Confirm and concur about what is correct encourage to take the analysis further

STAGE 3b:Ask for information

What role is Y playing here? Praise persistence and effort and how this has led to improvement

STAGE 4:Correct final answers to activities

Offer a summary of what has been learnt by the activity

Praise student for effort as well as cognitive ability


Operational Model: Thoughts

Rules following Anderson, Krathworld and Bloom’s (2000) revised taxonomy of educational objectives

Offers both cognitive and socio-emotive support

Bales analysis lens for viewing emerging pattern of feedback

Increased understanding of the special needs of children who are trying to learn basic science concepts when suffering from a chronic illness

Implementation should encourage more rapid progress and build students’ confidence


Acknowledgements

The project was funded by both:

Consell Social de la Universitat Autonoma de Barcelona (UAB, Ref: 200700047154) and

Spanish Ministerio de Educacion y Ciencia (MICCIN, Ref: CCT005-06-00169)

Findings accepted for publication in the International Journal of Continuing Engineering and Lifelong Learning


Education

Calrg2010