Session 5 & 6

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Session 5 & 6 by Mind Map: Session 5 & 6

1. Feedback

1.1. definition

1.1.1. e.g. correction, evaluation, clarification, encouragement, suggestion of alternatives

1.1.2. information given by an external source about one's performance/understanding

1.2. 7 principles of good feedback

1.2.1. (3) helps clarify what good performance is (goals, criteria, expected standards)

1.2.2. (1) facilitates development of self assessment (reflection) in learning

1.2.3. (2) encourages teacher and peer dialogue around learning

1.2.4. (4) provides opportunities to close the gap between current and desired performance

1.2.5. (5) delivers high quality info to students about their learning

1.2.6. (6) encourages positive motivational beliefs and self-esteem

1.3. when giving feedback....

1.3.1. feed up where am i going? (7) provides info to teachers that can be used to shape the teaching provides context about attainment of learning goals promotes goal-directed actions, like achievement and cooperation goals become more effective when students share a commitment to attaining this goal (and hence more likely to seek and receive feedback)

1.3.2. feedback how am i doing teacher provides info about expected standard, prior performance, success/ failure on specific part of the task can consider using of non-verbal cues from students to give feedback

1.3.3. feedforward where to next? provides info that lead to greater possibilities of learning

1.4. ... and self-regulated learning

1.4.1. learners themselves set goals for learning and self-monitor to regulate their cognition, motivation and behaviour

1.4.2. teacher modelling

1.4.3. end goal

1.5. giving constructive feedback

1.5.1. clear expectations, specific criteria, collect impt info, acknowledge, identify areas, suggest, encourage

1.5.2. relevant, immediate, factual, helpful, confidential, respectful, tailored, encouraging

1.6. strategies

1.6.1. thumbometer

1.6.2. i do, i know, i check

1.6.3. comment-only

1.6.4. share my learning

1.6.5. justify my thinking

1.6.6. initiate-response, follow-up

2. CFU

2.1. (1) Preparing the Qn

2.1.1. E - elicit answers to a closed Q R - recall info A - apply info in a novel way

2.2. (2) Presenting the Qn

2.2.1. format of answer individual answer discussion in pairs/groups choral response

2.3. (3) Prompting student response

2.3.1. give sufficient time to process Q and think of ans

2.3.2. practice wait time (3-5 secs)

2.3.3. scaffold Q or give hints

2.4. (4) processing student response

2.4.1. correct response praise or affirm

2.4.2. incomplete answer scaffold and probe further questioning prompts cues

2.5. (5) reflecting on questioning practice

2.5.1. if poss, record lessons to reflect upon

2.5.2. chart WHO answers and HOW OFTEN e.g. seating chart allows ME to see any pattern/ biases/ favouring any gender etc

2.5.3. trend/error analysis of students' answers to see if they need further remediation or understood content

2.6. look for non-verbal cues too

2.7. success?

2.7.1. plan questions in advance

3. Accountable Talk

3.1. Definition

3.1.1. responding to and developing on what others have said

3.1.2. using evidence to support one's claim

3.1.3. follows established norms of good reasoning

3.2. Dimensions

3.2.1. Learning Community purpose keeps channels open everyone on the same page clarify and verify students' contribution through revoicing link contributions with previous turns Examples scaffolding to get student to elaborate on his answer offering to repeat student's answer to the class acknowledging and thanking student for answering

3.2.2. Accurate Knowledge Getting students to give evidence on answer. Qn: how do you know Willy was lonely? Ans: I can see that Willy is walking alone and his hands are in his pockets. purpose accuracy build on what they know Examples Are those statstics accurate? Where did they come from? What is your basis for that conclusion? Who said that? When did that even take place? What textural evidence supports that interpretation?

3.2.3. Rigorous Thinking challenging the soundness of argument/evidence to test their own understanding of concepts through posing counter arguments purpose reasoning expand their reasoning Examples I feel that 1+1=3 is not accepted to the discipline of math.

3.3. wait time

3.3.1. when after posing a question after calling on a student after students give a response

3.3.2. how long 3 to 10 seconds

3.4. during group discussions

3.4.1. marking brings students' attention to key point "that is an important point"

3.4.2. challenging students

3.4.3. supports a more academically rigorous conversation by getting them to reason their ideas

3.4.4. "what do YOU think?"

3.4.5. recapping creates a shared understanding of a topic in a concise and coherent form "What have we discovered?"

3.4.6. modelling of desirable behaviours to make public of teacher's thinking "here's what good readers do" thinking aloud