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Index:
P. 1 Activity 1: Giving effective feedback P. 3 Activity 2: Classroom questioning and dialogue P. 5 Activity 3: Self- and Peer-assessment
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 record them on a flipchart. If they cant agree, record this too. 3. After 15 minutes of small group discussions, get each group to present their flipchart to the whole group. 4. Use the presentations to compare responses, especially where there are differences, 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 learner see 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 to comment on everything, only the most important things Stress the importance of thinking: what can the learner do with this feedback? Will it help them improve their work in ways that they can see? Encourage discussion about balancing the possible negative effects of giving 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.
2. Ask groups to try and agree on answers to some of these questions, and record them on a flipchart. If they cant agree, record this too. 3. After 15 minutes of small group discussions, get each group to present their flipchart to the whole group. Use the presentations to compare responses, especially where there are differences, or unresolved questions Stress the importance of teachers developing a continually expanding repertoire 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 asked questions, not just the confident ones.
Point out how teachers can generate classroom discussions by focussing on 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 have learned from this activity, and how it will make a difference to their teaching in the future.
1. In small groups, get participants to read the Case Study (see resources) and then have a go at the following tasks: Devise an activity that would require learners to collaborate in setting assessment criteria for their own course Discuss how to use examples of good, bad or excellent work to involve learners in thinking about how to complete a specific task. Devise an activity that would help learners to feel comfortable about commenting on each others work. How would you help learners to begin to understand and/or use the language of assessment?
2. Ask groups to try and agree on answers to some of these questions, and record them on a flipchart. If they cant agree, record this too. 3. After sufficient time to do some of these activities, get each group to present their flipchart to the whole group. 4. Use the presentations to compare responses, especially where there are differences, or unresolved questions
Emphasise that self- and peer-assessment activities need to be carefully planned, and integrated into programmes of learning and schemes of work It is often helpful to design activities as games involving lots of talk, and an element 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 process entertaining and highly motivational, as well as providing an incentive to carry out the task well.