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Transcript of Descriptive Feedback
Year 2 Participants Descriptive Feedback What is Descriptive Feedback? Let's begin with what it is NOT... What is Descriptive Feedback? Effective Feedback... For feedback to be effective for students, they need the following: Types of Feedback: Types of Feedback Evaluative: Praise= "good job" Advice= "try doing _______" Judgement= "awkward" Inference= "You must have been tired when you did this." Wednesday, April 3 We are learning to: 1. Deepen our understanding of different types of feedback & be reflective about it. 2. Analyze student work and write effective feedback statements. 3. Find ways to use feedback in the classroom to guide student learning. Descriptive Feedback Research: "Once students realize that information from both teacher feedback and their own self assessment can help them improve, they will process material more deeply, persist longer, and try harder. In short, they will become more self-regulated learners." Brookhart, 2006 "Feedback is among the most powerful influences
on how people learn...My synthesis of more than 900 meta-analyses (2009,2012) shows that feedback has one of the highest effects on student learning. These meta-analyses were based on more than 50,000 individual studies, comprising more than 200 million students, from 4 to 20 year olds, across all subjects." Hattie, 2012 Moreover...has argued that feedback can double the rate of learning." Wiliam, 2011 1. Timely 2. Descriptive of the Work 3. Positive 4. Clear & Specific 5. Differentiated It arrives when the student is still
thinking about the work & while there's still
time for improvement. NOT the student
personally. It focuses on one or more strengths of
the work & provides at least one suggestion for a
next step. Don't assume your students know what
they did well & what that they only need corrections
or fixes. It shows how learning is a journey forward, and
it's honest about both strengths to build on & weaknesses
to improve. Its tone conveys to the student that the teacher thinks of them as an active learner. It's specific enough so the student knows what to do next, but it leaves the student with some thinking to do. It meets the needs
of each student with respect to the
current work. For some students,
a reminder is all that's needed for a
next step; others may need prompts
or examples. Timely: Descriptive of the Work: Positive: Clear & Specific: Differentiated: an understanding of the desired goal evidence about their present position in relation to that goal guidance on the way to close the gap between the two John Hattie: Visible Learning (2009) "To be effective, feedback needs to be clear, purposeful,
meaningful and compatible with students' prior knowledge, and to provide logical connections." "If feedback is directed at the right level, it can
assist students to comprehend, engage, or develop
effective strategies to process the information
intended to be learnt." "Thus, when feedback is combined with effective
instruction in classrooms, it can be very powerful in
enhancing learning." Motivational: goal is to make learner feel good to encourage & support the learner does not give guidance on how to improve the learner's reasoning "I like how you completed the assignment." Examples: "Good job!" OR... goal is to measure student achievement with a score or grade intended to summarize student achievement does not give guidance on how to improve the learner's reasoning Example: 73% Types of Feedback Descriptive: goal is to improve student achievement by telling the learner what steps to take in order to move forward in the learning process intended to TELL the learner what needs to be improved gives guidance as to how to improve the learners' reasoning Example: "You found the number of students in 8th grade who said ice cream was their favourite. You now need to divide this number by the total number of students to get the percent who said ice cream was their favourite." Types of Feedback Effective Descriptive: goal is for students to internalize the effective feedback intended to be used by the learner to independently move their reasoning to the next level Examples: "I agree with the pattern that you have identified in the table. I am not convinced that the rule you wrote works for all the values in the table. How could you prove this?" "Good work" Becomes a statement of
encouragement "Do you remember when you couldn't do this exercise? What did you do to figure it out?" Criticism Turns into questions "Where in the paragraph could you add more detail? 88% Turns into oral/written
feedback "What might be some other resources you could use to complete the project?" So... Turns Into... Types of Descriptive Feedback Prompts Clarke (2003) suggests 3 types of prompts for providing feedback, dependent on the needs of the student: 1. Reminder Prompt: 2. Scaffold Prompt: 3. Example Prompt: Remember, prompts need to be focused around the learning intention of the task. * handout... Students as Active Participants in the Learning feedback conversations are more effective when initiated by the learner teacher and student should make the decision about the level of support which is needed not enough, and the student is still in the dark, and doesn't know how to improve. Too much and the student doesn't have to try ask the student what support he/she needs: "Is that enough or do you need an example?" Marks Versus Comments Findings from Research Show: students given only marks made no gain from the 1st to the 2nd lesson
students given only comments scored on average 30% higher
giving marks alongside comments canceled the beneficial effects of the comments Research Conclusion: If you are going to grade/mark a piece of work, you are wasting your time writing careful diagnostic comments. Keep in Mind... Clarke (2001) Suggests: Teachers Give: too many SUCCESS CRITERIA make it very difficult for specific feedback to be given too much information in their marking which students find overwhelming and difficult to take in When giving written feedback, teachers highlight two or three successes in the student's work, and one area where some improvement is necessary Some Practical Strategies for Effective Descriptive Feedback
for Your Classroom! 1. Formal Lab Breakdown 2. Short Form Codes 3. Essay Writing Breakdown 4. Glowing/Growing/Gone *all will be placed on the shared drive under AFL *handout @teachingboys