Lecture 4: A Focus on Feedback

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来自 Commonwealth Education Trust 的课程

Foundations of Teaching for Learning: Planning for Teaching and Learning

82 个评分

Commonwealth Education Trust

Foundations of Teaching for Learning: Planning for Teaching and Learning

82 个评分

The Foundations of Teaching for Learning programme is designed for teachers and educators of all abilities and backgrounds; from those who are new to the classroom and looking for development, to experienced teachers ready to reboot their skills for modern education. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your professional skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. This course will help you consider how to develop appropriate learning goals for individual and groups of students. You will learn how to plan learning activities to engage your students in ways that will achieve these goals. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

从本节课中

What Do We Know About Teaching and Learning

In this week you will think about your planning from three perspectives: considering, reflecting, and understanding. You will use these three perspectives to better understand how you can use learning principles to incorporate different worldviews into your teaching. We are going to ask you to think about how you could weave together practices from these three perspectives in your own setting.

Lecture 1: Weaving the Ways: Wise, Strong and New14:50

Lecture 2: Learning Principles10:04

Lecture 3: Assessment for Learning11:24

Lecture 4: A Focus on Feedback5:32

Interview 117:45

与讲师见面

Dr Judy Halbert
Co-director of the Centre for Innovative Educational Leadership
Vancouver Island University, British Columbia, Canada
Dr Linda Kaser
Co-director of the Centre for Innovative Educational Leadership
Vancouver Island University, British Columbia, Canada
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

In this session were going to be focusing on feedback.

As early career teachers, both Linda and I taught English in a secondary school.

I certainly spent time - way too much time - on the weekends marking

dutifully, putting comments on learner's work and providing it back on Monday.

And to my dismay, what would they do? They'd take a look at

their mark, they'd take a look at their friend's

mark, and then they'd often crumple it up and

put it in their binders or in their desk

or in their backpacks never to be seen again.

The person who is doing most of the learning there was me, not the learner.

We've learned so much about feedback from the

work of John Hattie and Dylan Wiliams, and others,

that we really need to be thinking very specifically

about, what is it that we're doing when

we're providing feedback to learners on their work?

How are we holding them accountable for what they're doing with that feedback?

And how does it connect to the growth and fixed mindset that

Linda talked about at the beginning of this course?

So, what do we know about feedback now?

We know that quality feedback should be.

focused on the learning intention of the task.

So, if we're not providing feedback on twenty

different things - we're making it very, very specific.

It needs to occur as learners are doing the learning.

While there's still an opportunity for them to act on

the feedback that we're giving, and to deepen their knowledge.

We need to provide feedback on how

and what the learner understands and misunderstands,

so it's really clear -

"you've got this, you're not so sure about this".

And it needs to assist the learner in knowing what their next step is.

So, we can think about the

distinction between evaluative feedback and descriptive feedback.

So, evaluative feedback provides a value on the appropriateness of the response.

Is it right, or is it wrong?

Do you get it or do you not?

Is it seven out of ten, or two out of ten?

We're placing a judgment on the correctness and the value of the work.

There's not too much that a learner can do with

that, except reinforce their view of themselves as learners.

What we want to do is think more about

the kind of descriptive feedback that we provide

where learners have an opportunity to act on it.

So, we want to provide descriptions of why a response is appropriate.

We want to provide descriptions of what

they have done well, what they've achieved.

We need to provide suggestions of better ways of doing things,

and we need to provide prompts to suggest ways students can improve.

And one of the biggest things is that less is more.

Again, thinking back to myself as a early-career

English teacher, I thought that I was a wonderful

teacher if I provided a whole paragraph of suggestions

for learners.

It was really not such a hot idea,

what I should have been doing is, underlining one

or two things that they had done quite well,

in the piece of writing and provided one, at

most two, strategies for what they needed to do next.

In our schools, sometimes that's called two stars and a next step.

What did you do well and what's your next step?

That's descriptive feedback.

Weaker kind of feedback is when we only give them the knowledge

of their results or their grades, and that's called knowledge of results.

I know how I did, but I don't know what I'm supposed to do with it.

Whereas stronger feedback learners

are given information about what's working,

some explanation about what they need to do next,

and some specific activities to undertake in order to improve.

Most athletic coaches do this naturally.

If you are coaching a basketball team, you never say

"Well, you got three out of ten out on that layout.

You know, try a little bit harder."

The coach will breakdown the skill into

specific steps, and then the participant, the athlete

has a chance to keep practicing, and practicing, and practicing.

The same in music, the same in drama, the same in in fine art.

We need to take that kind of thinking that's natural in

those areas, and bring it into our academic areas as well.

So, our whole invitation for you is to think about the way

you provide feedback to your learners, what they're expected to do

with the feedback and who is getting the most learning from the feedback?

Is it you? Or is it your learner?

As we move you into the next the next part of this course,

we're going to be thinking hard about teacher professional learning, and

how important it is for us as teachers to always be learning ourselves.

And, we hope that you are enjoying this part of the course so far.

And I look forward to our next steps.

[MUSIC]

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