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Feedback Workshop

Written feedback can be delivered in several different ways:
by

Yusuf Uyar

on 2 September 2013

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Transcript of Feedback Workshop

Before feedback
Feedback is given
After Feedback...
Your Student
Goal
Feedback
Your students are more likely to reach their goals.
What is Feedback?
Feedback is an important component of
the formative assessment process
. Formative assessment gives information to teachers and students
about how students are doing relative to classroom learning goals.
From
the student’s point of view
, the formative assessment “script” reads like this:
1. What knowledge or skills do I aim to develop?
2. How close am I now?
3. What do I need to do next?
Good feedback gives students information they need so they can understand where they are in their learning and what to do next—
the cognitive factor.

Once they feel they understand what to do and why, most students develop a feeling that they have control over their own learning—
the motivational factor.
Why do students need Feedback?
Is feedback really effective?
We may live without it!
Do you think students care whether you give feedback?
Feedback? Waste of time!
Are you kidding?
I can't deal with every student!
Feedback?
Go kiss yourself!
Nooooo!
Feedback??
What the hell?
? ? ? ? ? ?
Almost 3-4 of every 10 teachers think that feedback is waste of time.
The group that received no feedback performed
poorly on both tasks
in the final session and also was
less motivated.
Butler and Nisan (1986) investigated the effects of
grades (evaluative),

comments (descriptive)
, or
no feedback
on both learning and motivation.
and the results are:
Students who received
descriptive comments
as feedback on their first session’s work performed
better on both tasks
in the final session and reported
more motivation
for them.
Students who received
evaluative grades
as feedback on their first session’s work performed
well on the quantitative task
in the final session but poorly on the divergent-thinking task and were
less motivated.
SO
Ways to Provide Effective Written Feedback
Clarity
Specificity
Tone


1- Use simple vocabulary and sentence structure
3- Check that the student understands the feedback
1. using a lot of nouns and descriptive adjectives
The purpose of the
clarity
is to maximize the chance that students will understand the feedback
P
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To make your feedback clear:
2- Write or speak on the student developmental level
There are so many options in English, so we can choose simple and basic words for the students.
Your students may be in higher levels; however,if they can get what you mean easily, they will be able to focus more on their learning.
The worst thing while giving feedback may be "trying to show what you know" not what the student needs.
Assuming the student understands everything won't be of help to the feedback.
1- To
guide
the student but
not to do the work
for the student
2- To give
suggestions that are specific enough
so that the student can take
concrete next steps.
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Using a lot of pronouns (this, that) does have a negative effect on students.
2. describing the concepts and criteria
Instead of correcting or copyediting every error, providing the concepts and general issues is more effective.
3. describing learning strategies that may be useful.
Making vague suggestions like (study harder, write more) doesn't help the student.
1. To position the student as an agent (active not passive)
2. To inspire curiosity, thought and wondering.
P
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1. Using words and phrases that assume the student is an active learner.
Do not use words and phrases that
"lecture
or
boss".

such as do not write this, do like that etc.
2. Asking questions
Telling the student what to do- leaving nothing up to the student's choice. These make the students get
lazier.
LET THEM PERFORM!
3. Sharing what you are wondering about
Assuming that the feedback you provide is the last word, the final expert opinion is a fully wrong belief. There is
always more to say
.
Timing
For the students to get feedback while they are still
mindful of the learning target
and while there is still time for them
to act on it.
P
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For timing part there are some mistakes usually done by the teachers.

1. Returning a test or assignment two weeks after it is completed.
2. Ignoring errors and misconceptions (thereby implying acceptance)
3. Going over a test or assignment when the unit is over
A Bad example of giving feedback
A Better one
Judging the student
Focusing on negative parts
No description of the task / work
No comments for the student
Correcting every error in the task without giving the student any chance to improve understanding
Descriptive, not giving only grades.
Accompanying the negative parts with the positive ones.
Adding comments for the student to improve understanding.
Asking questions to give the student a chance to increase self-efficacy.
Using other colors instead of red one.
Feedback
is the bridge between

learner and
the teacher
learner and
the task
learner and
himself
Process of Writing
Every production in writing needs a title, so you may write something suitable for your work.
I liked the way you start your paragraph.
What do we need to do while starting a new paragraph? Could you remember?
You may use another word instead of but such as however, whereas etc.
While linking two sentences can we use two different tenses?
Some punctuation marks are missing. Can you correct them?
Using idioms or phrases is a good way of writing what you want. I liked that!
Full transcript