TAS DET SShelton

Deputy Director, Institute of Education, University of London • Better educated• More money• Healthier• Longer life• Save $200 000 in criminal justice, unemployment and taxes

Professor of Higher Education

UNIVERSITY OF EDINBURGH

Centre for Teaching and Learning

• Use of technology to generate and monitor feedback

• Collaborative work displayed to peers

• Pre activity feedback ‘retrofeed’ ‘feed-forward’

• Scheduling feedback

• Whole class feedback or ‘retrofeed’, efficient and effective

• Peer assessment – evaluate but not assess

• Enhanced colleague feedback – DET computer licence

Distance Education Tasmania

Flinders University Feedback defines for students what their teacher thinks is important for a topic or a subject. At its best, feedback should:• guide teachers and students

• be a core part of teaching and learning

• not an add-on ritual

• focus around course outcomes

• guide students to become independent learners and their own critics

A reminder of what

is important

Informalworked examples, formative, informing the processFormal in writing (e.g. checklists, written commentary, generic exemplars) Direct to individual student (often at the end, time consuming) Indirectto whole class (what it might look like)Formative given during the run of the topic, enabling thinking and changes, get a ‘second chance’Summativeend of a topic, lets students know what they have achieved, often not read, no improvement, often just editing, too late, no explanation ‘Excellent’ or an essay for a poor effort

Centra lessons

The One Minute Paper Students write for one minute on what their understanding is of the main idea of the lesson.

Anyone can be the reporter.

The Three Main Points Centra example

The Muddiest Point Students write for one minute the idea that is least clear to them at that moment

The value of using these strategies in Centra

• Low cost in terms of time taken

• Teachers get an immediate feedback

• Students receive quick feedback

• Students can be creative and take risks because it is not marked.

Students are actively engaged in the lesson.

Dylan Wiliam

• Possibilities offered by Moodle

• Investigated further how we might improve feedback

procedures

• Focused on formative rather than summative

• Good formative assessment can double achievement – 1 years learning in 6

months

• Most feedback is the least useful kind. ‘Ego involving’ v ‘Task involving’

• ‘You did well’, ‘Good piece of work’, ‘Best piece of work in class’ – Ego Involving

• ‘This is what you need to do to improve’

• Ego involving can lead to a drop in achievement

• Better off saying nothing than giving false praise

• Don’t tell them they are great

• Will feel good about what they can do

• Currently often teach a unit and then assess to find out if students understood

• Formative assessment means constantly reading student progress

• Minute by minute, day by day assessment

• Power of peer assessment

Collaborative learning

• Individual accountability

• Doubles speed of student learning

• Sustained engagement

• Blurred student/teacher roles (Aaron Moss)

• Mutual respect

• Group work – anyone may be the reporter

• 19th C - skills; numeracy/literacy

• 20th C – stable, knew what was coming

• 21st C – prepare students for situations we can’t envisage

• When stuck, students will think rather than remember

mp4

Summative

Formative

Formative

Summative

• Small school – 300 students

• Antiquated delivery system

• Limited resources

• More attuned to student needs

• Learning Management System

• Organiser

• Immediate feedback - assessment

• Intrinsically motivating

• More Retry work – fear of failure

• 2 months is light years ago

MOTIVATING

FOR

TEACHERS

Bite sized, motivating tasks with

immediate feedback/assessment

• Trial with 6 pregnant students

• Each get a PDA

• No reliable internet access time

• ‘Healthy for Life’

• Flyers, SMS quizzes, downloadable materials for Pocket PC

• Based around Health and Wellbeing curriculum

• Topics: birth, STD’s, nutrition, housing

• Self confidence, motivation

• Maintaining Contact with students and parents

• Lesson & Content delivery

• Computer Skills checklist

• Using TALIS and the library