Joeohagan.developingclassroomfeedback[1]
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Joeohagan.developingclassroomfeedback[1]
- 1. Going beyond : ‘Well done, guys! Let’s move on…’ Developing classroom feedbackJoe O’Hagan, IH Bristol
- 2. Hopefully, you’ll… • remember some things you used to do • take away one or two ideas • see an aspect of feedback from a new perspective
- 3. Feedback: why? • teachers are more than ‘activity managers’ • to help students ‘notice the gap’ • to celebrate achievement • help students assess performance • help students understand how to improve • make students accountable for their time
- 4. Feedback is part of a cycle of teaching and learning. Good feedback comes from: •an activity with an outcome that you/students can feedback on •good monitoring: you should have an idea of how well your students have done before feedback Feedback: what? (1)
- 5. Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’ Reformulation: improving the language students have used; helping them ‘notice the gap’ Feedback: what? (2)
- 6. Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’ Reformulation: improving the language students have used; helping them ‘notice the gap’ Answers: focus on problems; provide evidence Instruction: errors, concept-check, re- explain Feedback: what? (2)
- 7. Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’ Reformulation: improving the language students have used; helping them ‘notice the gap’ Answers: focus on problems; provide evidence Instruction: errors, concept-check, re- explain Strategies: discuss/model how to do something Evaluation: the students’ performance; how to improve; most useful language Feedback: what? (2)
- 8. Phonology: what sounded natural, words and phrases to work on Useful language: things students could have said/written Feedback: what? (3)
- 9. Phonology: what sounded natural, words and phrases to work on Useful language: things students could have said/written Repetition: ‘raise your game’! Respond to content : students are more than just language learners Feedback: what? (3)
- 10. Phonology: what sounded natural, words and phrases to work on Useful language: things students could have said/written Repetition: ‘raise your game’! Respond to content : students are more than just language learners •Vary these and don’t do too many at once •Rule of thumb: feedback not longer than activity (unless it’s listening) Feedback: what? (3)
- 12. Feedback: who, how and when? TEACHER TO STUDENTS: SOME IDEAS •plan what you’re going to feedback on •give feedback to students while they’re talking/writing - post-it notes? •student-directed feedback, e.g. put up all answers, students ask for teacher’s help
- 13. Feedback: who, how and when? STUDENTS TO TEACHER: SOME IDEAS •be careful of ‘hotspots’: areas you teach to •engage everyone : students nominate each other, whiteboard slates, lollipop sticks? •non-verbal feedback, e.g. hand gestures, traffic light cups? •agree criteria for success; students self- evaluate e.g. ‘I used four new phrases’
- 14. Feedback: who, how and when? STUDENTS TO STUDENTS: SOME IDEAS •students check answers in pairs before ‘going public’ (58% at IH Bristol) •class secretary writes answers up, teacher monitors •give one student all answers (students can request teacher explanations)
- 15. Further resources Dylan Williams: lollipop sticks, traffic light cups and whiteboard slates in ‘The Classroom Experiment’ http://www.youtube.com/watch?v=J25d9aC1GZA Blog entry on feedback: http://www.stevedarn.com/?Writings::GME %3A_Student_Feedback_on_Tasks_and_Ac tivities
- 16. Going beyond : ‘Well done, guys! Let’s move on…’ Developing classroom feedbackJoe O’Hagan, IH Bristol
Notas del editor
- Please replace the IHWO logo in the bottom left corner with your school’s if you can .
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
- Please replace the IHWO logo in the bottom left corner with your school’s if you can .