We shall not cease from exploration�And the end of all our exploring �Will be to arrive where we started�And know the place for the first time
TS Eliot Four Quartets No.4
Structure for the day
Workshop 1
9.15 – 10.30
Workshop 2
10.45 – 12.50
Workshop 3
13.50 – 15.45
Our learning intentions for this workshop are:
Making Learning Visible
Clarifying, understanding and sharing learning intentions
Engineering effective classroom discussions, tasks and activities that elicit evidence of learning
Providing meaningful feedback that moves learners forward
Activating students as learning 'resources‘ for one another
Activating students as owners of their own learning
Wiliam, Dylan & Thompson, Marnie. (2008). Integrating assessment with instruction: What will it take to make it work? Future of assessment: Shaping teaching and learning. 53-82.
2
The power of feedback
Take a moment to reflect on a time you received feedback that had a positive impact on your life.
What were the aspects of that feedback that you found helpful?
Why does feedback matter?
While watching, please note
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Why does feedback matter?
Reflecting on what we have explored so far, share your thoughts about feedback in your English classroom with your colleagues.
NCCA 'Focus on Learning' Toolkit
Available at www.juniorcycle.ie
Why does feedback matter?
'The most powerful single moderator that enhances achievement is feedback... This does not mean using many tests and providing over-prescriptive directions. It means providing information about how and why the student understands and misunderstands, and what directions the student must take to improve'.
(Hattie 'Influences on student learning' 1999)
How can we ensure that the feedback is effective?
For feedback to be effective, it should
Considering some commonly used examples of feedback
We would invite you to evaluate the feedback statements in your booklet:
An example prompt can be extremely successful with all students, but especially with less able students
A reminder prompt is most suitable for able students
A scaffold prompt scaffolds the learning for students who need more support than a simple reminder
15
Our learning intentions for this workshop are:
A balanced approach to feedback is the most effective
Moving from correction to collaboration is key
Correction:
Providing feedback on one piece of student work at a particular moment
Collaboration:
Seeing feedback as a teaching opportunity where we support the student’s future learning and their self-reflection skills
Assessments as opportunities for feedback
Observations
Reading skills
Speaking and listening skills
Products/Performance
Performance poem
Conversations
Peer feedback,
Student-teacher conferences, whole class collaboration
Anne Davies (COP Model)
How can we ensure that the feedback is effective?
For feedback to be effective, it should
Using success criteria to support the feedback process
15-16
Sharing Feedback using Padlet
1.
Put this address into your browser:
2.
Click the pink plus sign
3.
Share a photo of your feedback.
How might success criteria support effective feedback for our students?
Peer Assessment
'Sharing the assessment role with the students themselves allows teachers to place more of the onus for learning and for monitoring learning on the students themselves, enabling them to achieve greater levels of intrinsic motivation, knowledge and control over their learning'.
(Murchan and Shiel, 2017)
What has been your experience of using peer assessment?
The need for structures to elicit meaningful peer assessment and feedback
How can we structure learning so students can give each other effective feedback?
Using the sentence stems in your booklet, provide some feedback on Sarah Kay's performance
Sentence Stems |
For me, the most effective image was... |
Her tone was very well suited to the words when she said… |
She could engage with her audience better by… |
My favourite moment in her performance was when… |
One prop or visual aid that I feel would enhance this performance is… |
I would suggest that she (insert action/facial expression) when she says… |
Sentence Stems as one strategy to
structure classroom talk
16
Structuring talk in peer assessment to �provide feedback
16
Reflecting on this experience
16
Balanced approach to feedback:�Using feedback to move learning forward
What kinds of feedback helped these students to meaningfully reflect on their own learning?
How can we ensure that the feedback is effective?
For feedback to be effective, it should
"Effective feedback is like a good murder"��(Morgan, 2008)�
Self-assessment through reflection
'To become life-long learners, students need to be able to assess their own progress, make adjustments to their understandings, and take control of their own learning'
(OECD 2013)
Let’s share practice:�What do we currently do to help students reflect on their learning?
The link between peer assessment and self assessment
Clarifying, understanding and sharing learning intentions
Engineering effective classroom discussions, tasks and activities that elicit evidence of learning
Providing meaningful feedback that moves learners forward
Activating students as learning 'resources‘ for one another
Activating students as owners of their own learning
Wiliam, Dylan & Thompson, Marnie. (2008). Integrating assessment with instruction: What will it take to make it work? Future of assessment: Shaping teaching and learning. 53-82.
Digital technologies can support the feedback process
Greater balance through different modes of feedback
Making Learning Visible
Clarifying, understanding and sharing learning intentions
Engineering effective classroom discussions, tasks and activities that elicit evidence of learning
Providing meaningful feedback that moves learners forward
Activating students as learning 'resources‘ for one another
Activating students as owners of their own learning
Wiliam, Dylan & Thompson, Marnie. (2008). Integrating assessment with instruction: What will it take to make it work? Future of assessment: Shaping teaching and learning. 53-82.
2
�What does feedback look like in my classroom?
Individually:
Collaboratively:
Are there any statements that you feel particularly strongly about?
17
Feedback and reporting
Teaching, learning, assessment and reporting are all connected. How and what we report in relation to student progress sends a message to students and parents about what kind of learning is valued.
(Draft Reporting Guidelines 2017, p. 5)
Further Supports
‘Focus on Learning’
Toolkit
www.jct.ie/english
Junior Cycle English Reminders
Oral Communication Classroom Based Assessment (for current 2nd year students) 2016-2019
What does quality feedback look like?
Our learning intentions for this workshop:
Structure for the day
Workshop 1
9.15 – 10.30
Workshop 2
10.45 – 12.50
Workshop 3
13.50 – 15.45