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Transcript of Feedback
My passion is for early years education through
(hands-on/minds on/hearts on)
building with blocks
castles and beautiful
. We all know
young children love making and creating!
But.. how can we extend this learning?
“How might we make it better?”
Using Feedback in the Early Years to improve student learning.
Effective feedback is specific and guides the student to improvement.
What do we already know?
Just think... if creative learning can be extended through #feedback what positive effect could #feedback have on formal learning like writing and number work?!
Design Thinking is an approach that encourages us to make this shift by changing the term #feedback to #feedforward.
Strategy 6 - Use the children!
Whole Class FeedForward Session
Strategy 3 - Learning Intentions
Feedback is information about reactions to a product, a person’s performance of a task, etc.
which is used as a basis for improvement
Strategy 7 - Pitching our Ideas
Strategy 5 - Be kind, specific and helpful
Strategy 8 - DoJo
Look at the writing samples on your table.
Discuss what feedforward you might provide the student and write onto post-it notes.
Learning intentions for Writing Task
Students create a informative personal recount including pictorial representations and short statements.
Writing retells a personal event/experience.
Picture uses images to accurately convey ideas.
Familiar words and/or phrases evident.
Uses capital and lowercase letters appropriately letters.
Experiments with full stops.
Evidence of sound and letter knowledge.
Victoria Kerlin @vlkerlin @ctkprepblue http://prepblue2014.weebly.com http://reflectionsofaprepteacher.weebly.com/
I am learning to... explore
in the early years classroom as a
tool to extend children’s learning
focusing on current research from Hattie and Design Thinking Models of Learning.
I will leave with
practical examples and strategies
to assist with implementing and documenting #feedback in my classroom.
I will have knowledge of
in regards to #feedback.
How might we make it better?
Hattie - "Know Thy Impact"
Students need to know what it is they are doing (learning intention - Oli) and where they are heading (success criteria - Osc) for feedback to be effective.
You have 2 mins to draw a butterfly.
Give yourself 1 point for every criteria you got!
Your butterfly has 2 thin antenna.
Your butterfly has 6 legs.
Your butterfly has 2 knobs at the end of the antenna.
Your butterfly is bright and colourful.
You may have received a bonus point for effort.
To #FeedBack or to #FeedForward
Many people believe there is a fundamental flaw with the term of feedback: it may encourge a focus on the past, on what has already occurred — not on the future.
But how does this all make sense for young children?!?!?
Step 1: Common Language!
The Australian Curriculum Learning Area Design and Technology is on its way. Design Thinking is a great pedagogical framework that supports Australian Curriculum requirement and a play-based philosophy of teaching and learning. (@notosh, notosh.com)
How might we make a toy for Santa's Workshop?
During our Design Thinking Project: "The Great Escape: Tales from the Toy Box" all of the toys in our classroom went missing! As the Term went on toys would "escape" from the toy box to tell us their tale.
The children decided to create a new toy for Santa to deliver to a child on Christmas as all of the toys had gone missing!
Top 10 Positive Impacts
Often referred to as “Visible Learning”
John Hattie's ground-breaking study developed a ranking of various influences according to their effect sizes.
Hattie found that the average effect size was 0.40. He called this the ‘hinge point’ and in turn suggests “What works best in education" lies above this hinge.
Create an Oli and Osc based on curriculum goals
This can be done in a co-constructed manner on the IWB!
For a "Celebration of Learning" get parents and families to take a tour of the classroom.
Make the sharing child centered and celebrate the process alongside the product!
Children identify the Oli and Osc at each station.
Parents leave 2 post-it notes with an idea they have been taught by their child.
Create a OneNote image, print and display in the learning area.
Upload image to twitter or weebly.
Print and display for parents.
Print and display in picture frames on relevant desk.
Print and glue into investigation books on relevant pages.
Lets create one!
Remember Oli is the big idea!
(CURRICULUM ACHIEVEMENT STANDARD)
Osc is what we do to achieve it!
#Types of Feedback
Strategy 2: Think, Pair, Share
Strategy 1: Green and Red Cards
I am an Early Years teacher in a Brisbane Catholic School and an advocate for play-based learning. Previously a dance teacher, my classroom context regularly includes a range of Performing and Creative Art experiences.
I have recently become a part of a project called
(@notosh). Design Thinking has allowed me to successfully work with a play-based pedagogy alongside the
. Design Thinking also facilitates many key ideas from Hattie's theory of
I am also a keen
learning as much as I can about howt use Google in the classroom context
My desire is to share this knowledge of Design Thinking with Early Years educators to support other teachers in continuing to offer play-based learning and teaching in their classrooms.
REAL LIFE CONTEXT FOR LEARNING!
Strategy 10 - #Feedforward mat
the difference between what a learner can do without help and what he or she can do with help
the level of potential development through problem solving under adult guidance, or in collaboration with more capable peers.
Charlie Checker (sparklebox.com)
Take your work to the carpet and share one piece of feedforward.
Embrace the noise!
Value the process alongside the product!
take it home and ask your family for feedback!
But how will I have time for this!?!?!
Lets start with the research!
(John Hattie, Visibile Learning for Teachers: maximizing impact on learning 2012)
The purpose of feedback is to close the gap between where the student is and where they need to be next
Where am I going? - Oli
How am I going? - Feedback
Where to next? - Osc
“You are a great student"
Ever-present in many classrooms
Is welcomed and expected by students
Research suggests it rarely enhances achievement or learning (Hattie, 2012; Hattie & Timperley, 2007; Hyland and Hyland, 2006; Kessels, Warner, Holle, and Hannover, 2008.)
Offers comfort and support to students however may draw students away from task specific feedback.
Led to lower engagement.
Task or Product
correct or incorrect
Learning Intentions "You wrote a story" "You forgot we were painting a picture of an animal?"
sometimes referred to as corrective feedback
Very clear and information or topic related.
Prevalent in our classrooms during whole class scenarios.
Students may tune out and think feedback is not for them specifically.
What is needed to achieve the task
"You've drawn a great animal that looks just like a real caterpillar. Can you think of a way you might include more ideas about where it lives?"
"How might your caterpillar look the same as this scientific picture. How does it look different? Can you make them more alike"
student monitors own learning and
High degree of proficiency
"I am impressed that you went to the bookshelf to find a book with a caterpillar to help you with your drawing. You picked a story book about a caterpillar visiting a zoo to help you. Do you think there might be a different type of book that might help you? Are there any other things that might help you?
"You seem to keep getting this answer wrong. Have you got any ideas why it is wrong? Can you think of another strategy that might help you work it out?
1 - 10 example
click on the elephant
click on Notebook
click on your name
HOW DOES EVERNOTE WORK!?
Each iPad logged onto same teacher account
Each child has own notebook
Children call it the "Elephant" App
Easy to use
click on the plus symbol
click on paper clip to
attach a photo or type
Assign relevant Learning Intention (OLI) to DoJo account.
Use DoJo as a tool to collect data on feedback.
iPad, iPhone and PC accessible
After a task sit down one on one or whole class and look at work.
Get the students to identify where they were successfull and what they need to do to improve next time.
Automatically emails parents report on Fridays!
Create a checklist of OSC's to assist children in identifying goals.
Strategy 9 - Start small STAMP with a purpose!
Choose 1 focus criteria for a stamp.
Jelly Bean Tree!
Strategy 4 - Emotions Poster
Example. 1 Interactive White Board/Display Board
Example. 2 One Note
Example 3. Write/Copy into work books.
Example 4. Create a class big book display
Example 5. Print posters to display
Example 6. Display on class blog
Example 7. Picture Frames
Example 8. Student records intention on work
Gibbs and Simpson (2004)
We are giving students feedback most of the time: facial expressions, tone of voice, and words all say a lot about our expectations.
Even the failure to provide feedback is a form of feedback; 'I am not good enough for her to spend time on me.'
Think about the times you have received feedback on your own work. Was there a time when you found the feedback to be really helpful?
Step 2: Classroom Culture!
What strategies do you think would need to be put in place in order to make a feedback system effective?
What kind of culture needs to be created in the classroom for peer feedback to be effective?
Create an environment in which risk-taking is accepted and there are no 'put-downs' when mistakes are made.
100 ideas in 10 minuets
Take on the mindset of "yes and no buts".
Encourage rather than judge suggestions.
Create a safe environment where everyone feels happy to contribute and get our ideas out.
Mindset - "Yes and no buts!"
100 ideas in 10 mins - @notosh
Yes and NO BUTS!
How might we create a positive culture of sharing in our classrooms/schools?
sessions for kids to revisit
Walk around the room and add any new feedback.
Strategy 11 - 2 stars and a wish