Date post: | 14-Jul-2015 |
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Going beyond :
‘Well done, guys! Let’s move on…’
Developing classroom feedbackJoe O’Hagan, IH Bristol
Hopefully, you’ll…
• remember some things you used to do
• take away one or two ideas
• see an aspect of feedback from a new perspective
Feedback: why?
• teachers are more than ‘activity managers’
• to help students ‘notice the gap’
• to celebrate achievement
• help students assess performance
• help students understand how to improve
• make students accountable for their time
Feedback is part of a cycle of teaching and learning.
Good feedback comes from:
•an activity with an outcome that you / students can feedback on
Feedback: what? (1)
• good monitoring: you should have an idea of how well your students have done before feedback
Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’
Feedback: what? (2)
Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’
Reformulation: improving the language students have used; helping them ‘notice the gap’
Feedback: what? (2)
Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’
Reformulation: improving the language students have used; helping them ‘notice the gap’
Answers: focus on problems; provide evidence
Feedback: what? (2)
Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’
Reformulation: improving the language students have used; helping them ‘notice the gap’
Answers: focus on problems; provide evidence
Instruction: errors, concept-check, re-explain
Feedback: what? (2)
Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’
Reformulation: improving the language students have used; helping them ‘notice the gap’
Answers: focus on problems; provide evidence
Instruction: errors, concept-check, re-explain
S trategies: discuss/model how to do something
Feedback: what? (2)
Praise: make it specific! ‘Well done for…’ ‘The way you used “_____” sounded really natural.’
Reformulation: improving the language students have used; helping them ‘notice the gap’
Answers: focus on problems; provide evidence
Instruction: errors, concept-check, re-explain
S trategies: discuss/model how to do something
Evaluation: the students’ performance; how to improve; most useful language
Feedback: what? (2)
Phonology: what sounded natural, words and phrases to work on
Useful language: things students could have said/written
Feedback: what? (3)
Phonology: what sounded natural, words and phrases to work on
Useful language: things students could have said/written
Repetition: ‘raise your game’!
Feedback: what? (3)
Phonology: what sounded natural, words and phrases to work on
Useful language: things students could have said/written
Repetition: ‘raise your game’!
Respond to content : students are more than just language learners
Feedback: what? (3)
Phonology: what sounded natural, words and phrases to work on
Useful language: things students could have said/written
Repetition: ‘raise your game’!
Respond to content : students are more than just language learners
•Vary these and don’t do too many at once•Rule of thumb: feedback not longer than activity (unless it’s listening)
Feedback: what? (3)
Feedback: who, how and when?
TEACHER TO STUDENTS: SOME IDEAS
•plan what you’re going to feedback on
• give feedback to students while they’re talking/writing - post-it notes?
• student-directed feedback, e.g. put up all answers, students ask for teacher’s help
Feedback: who, how and when? STUDENTS TO TEACHER: SOME IDEAS
•be careful of ‘hotspots’: areas you unconsciously teach to
•engage everyone : students nominate each other, whiteboard slates, lollipop sticks? (See ‘Resources’ slide)
•non-verbal feedback, e.g. hand gestures, traffic light cups?
•agree criteria for success; students self-evaluate e.g. ‘I used four new phrases’
Feedback: who, how and when?
STUDENTS TO STUDENTS: SOME IDEAS
•students check answersin pairs before ‘going public’ (58% at IH Bristol)
•class secretary writes answers up, teacher monitors
•give one student all answers (students can request teacher explanations)
Further resources
Dylan Wiliam: lollipop sticks, traffic light cups and whiteboard slates in ‘The Classroom Experiment’ http://www.youtube.com/watch?v=J25d9aC1GZA
Blog entry on feedback: http://www.stevedarn.com/?Writings::GME%3A_Student_Feedback_on_Tasks_and_Activities
Image credits
Lightbulb sprout: http://www.sproutecourse.org/
Traffic light cups: http://clilreflections.blogspot.co.uk/2011/09/clil-traffic-lights.html