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Importance of quality, effective feedback.

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Importance of quality, effective feedback.

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When we use prais, we need to be very careful about ensuring we are building motivation to learn, not merely motivation to perform.

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We need to be conscious of what we are pariaing and ensure that it is learning, not performance, and not the student. The learning is the thing.

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Good feedback depends on the quality and clarity of the learning intentions, successd criteria and the availability. Without clarity around what is to be learnt it is very difficult to give feedback that will really support learning

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As students start to learn and their motivation for learning improves, their desire to generate work of quality improves.

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As students start to learn and their motivation for learning improves, their desire to generate work of quality improves.

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Feedforward is a strategy that keeps the student focused on the wider relevance - the 'bigger picture' - of the learning and gives them a sense of how their learning is progressing.

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The logical decision of free and informed choice is internal commitment.

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Learning to be an originator is a must for every teacher. As adults we have an absolute obligation to try very hard to have students learn the skills and abilities of adult society.

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When the student owns the learning, they will want to feedback....

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What is important is the learning, and it doesn't matter where the feedback or support comes from.

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Learner - focused feedback affirms the learner's ownership of the learning.

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Effective feedback affirms the learner's ownership of the learning.

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A learning conversation between student and teacher where their is a learning - focussed relationship bring an attitude of inquiry.

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We want all learners to say what they are learning, why they are learning it and describe how they are progressing and how they know they are progressing

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We want all learners to say what they are learning, why they are learning it and describe how they are progressing and how they know they are progressing

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Good feedback depends on the quality and clarity of the learning intentions, success criteria and the availability of good examples.

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The more teachers initiate actions on their own behalf for learning, the more they will really engage in the work of learning, the more they will learn. 

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The more teachers initiate actions on their own behalf for learning, the more they will really engage in the work of learning, the more they will learn. 

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Giving valid information - make sure kids really know what you are intending them to learn and why.

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Giving valid information - make sure kids really know what you are intending them to learn and why.

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The teacher must have a motivation to enable tohe students to learn, and the students must be motivated to do the learning. Motivation is is represented in the model as the background against which everything else sits.

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Openess - increase valid information

Respect - enhance free and informed choice

Honesty - internal commitment to the choice and constant monitoring of the implementation.

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The teacher must have a motivationto enable the student to learn, and the students must be motivated to learn. Within the context of a school, school leadership has a responsibility to nurture the motivartion of teachers (and students) and the teacher has a major resposibility to manage and nurture the motivational climate of the classroom so the students want to learn.

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Traditionally it has been thought that learning at school is students having 'input' from the teacher, with students being a 'vessel' to be filled by the teacher.

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The motivation to learn is naturally present in all students.

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Conversation about where to next strongly build on current learning, build bigger patterns of meaning and understanding and enable the student to see the future of their learning.

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For most children, especially the younger ones, motivation is not a problem, and it doesn't become so until we manage to turn them off with boredom.

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Design everything that happens in the classroom so that both student and teacher can be originators and experience high personal causation.

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Taking ownership of their learning. Knowing how to identify the next step.

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Without motivation to learn, there is no learning.

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explanation

feedback

learning conversation

reinforcement of learning

feedforward

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share control of lesson content and the teaching and learning process

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share control of lesson content and the teaching and learning process

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We need to be conscious of what we are praising and ensure that it is learning, not performance, and not the student.

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We need to be conscious of what we are praising and ensure that it is learning, not performance, and not the student.

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Leave the ownership of the learning with the student- we do this when we give them time to assess their own performance , reflect on their performance, correct their performance, before we offer anything

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We want to see every learner in every classroom highly motivated to be there, to deeply know that they are there to learn, and that they are learning for a high percentage of the time they are there.

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Good feedback depends on the quality and clarity of the learning intentions, success criteria and the availability of good examples.

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Good feedback depends on the quality and clarity of the learning intentions, success criteria and the availability of good examples.

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We want them to be able to say that they are in charge of their learning and that they regulate their learning progress and path.

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Good feedback depends on the quality and clarity of the learning intentions, success criteria and the availability of good examples.

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Good feedback depends on the quality and clarity of the learning intentions, success criteria and the availability of good examples.

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Share what is in your head.

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You first seek and share valid information, use that to make an informed decision and then become internally committed to the decision ; and then to continuing to seek further vaild information and subject the decision to ongoing testing. 

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You first seek and share valid information, use that to make an informed decision and then become internally committed to the decision ; and then to continuing to seek further vaild information and subject the decision to ongoing testing. 

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A learning culture develops as students start to use the language of learning rather than the language of activities.

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A learning culture develops as students start to use the language of learning rather than the language of activities.

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We want them to say what they are learning, why they are learning it, and be able to say how they are progressing and how they know.

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Respect - Honesty - Openness

These three guiding principles work together in a reinforcing cycle

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Without motivation to learn, there is no learning.

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Without motivation to learn, there is no learning.

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Teacher must have a motivation to enable the students to learn, and the students must be motivated to do the learning. 

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Teacher must have a motivation to enable the students to learn, and the students must be motivated to do the learning. 

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All learners need to be able to say what they are learning, why they are learning it, and be able to describe how they are progressing and how they know they are progressing.

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Teachers need to become originators themselves, first and foremost, before they can understand the concept of student as originator. Teaching every student to be an originator is a must for every teacher.

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The teacher needs to be skilled at deciding when additional explanation or additional information is needed and able to provide this in ways accessable to students.

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It is not possible to make good and consistent decisions about teaching and learning without good and sound information.

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A climate of trust is vital.

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How well do you teach? How do you know? The capability pathway can provide one way to define what good teaching looks like.

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How well do you teach? How do you know? The capability pathway can provide one way to define what good teaching looks like.

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Providing students with formal opportunities to reflect, and support for building their own reflective capabilities also builds their sense of origin and self-efficacy and therefore their motivation to learn

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Providing students with formal opportunities to reflect, and support for building their own reflective capabilities also builds their sense of origin and self-efficacy and therefore their motivation to learn

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Reflective sts take it to the next step and ask what they could do about it. The teachers role is to maximise the number of sts who can do this.

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Reflective sts take it to the next step and ask what they could do about it. The teachers role is to maximise the number of sts who can do this.

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highly effective learners query their effectiveness as learners with teacher, themselves and peers

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highly effective learners query their effectiveness as learners with teacher, themselves and peers

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Active reflection is about monitoring every aspect of the teaching & learning process against a benchmark, standard or quality indicator so that connections can be made as to what worked well & what needs to be repeated.

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Active reflection is about monitoring every aspect of the teaching & learning process against a benchmark, standard or quality indicator so that connections can be made as to what worked well & what needs to be repeated.

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Teachers often can feel nervous about reflection with students as the students may say things the teacher may not want to hear.

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Teachers often can feel nervous about reflection with students as the students may say things the teacher may not want to hear.

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think aloud

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If a child is disengaged from am activity you have a choice. Either say - you seem to be not engaged with your ..... Are you finding something tricky? How can I help you? What needs to happen for yu to get back on track. Or , I'm not sure that my last explanation was of much help to you. Can you explain that concept to me now?

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Highly effective self regulating learners query their effectiveness as learners, with you, their peers, and independently.

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The establishment of a climate of trust is vital for members of quality learning circles.

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The establishment of a climate of trust is vital for members of quality learning circles.

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What can I do to make the learning more engaging and enjoyable?

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Plenary reflection: engages sts in identifying why the learning was tricky and how that could be overcome; what was thought provoking/interesting, where it might lead and what new learning has happened.

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Plenary reflection: engages sts in identifying why the learning was tricky and how that could be overcome; what was thought provoking/interesting, where it might lead and what new learning has happened.

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Active reflection provides opportunities to recognise and celebrate success in learning (and teaching).

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Highly effective self-regulating learners query their effectiveness as learners, with you and their peers, and independently.  They constantly assess every aspect of their learning environment.  

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Highly effective self-regulating learners query their effectiveness as learners, with you and their peers, and independently.  They constantly assess every aspect of their learning environment.  

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Active reflection is about monitoring every aspect of the teaching and learning process - planning, learning, teaching, assessing student achievement - against a benchmark

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Active reflection is about monitoring every aspect of the teaching and learning process - planning, learning, teaching, assessing student achievement - against a benchmark

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A discussion about next steps should never detract from the expertise of the teacher or the  agency of the student.

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A discussion about next steps should never detract from the expertise of the teacher or the  agency of the student.

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Being actively reflective in a learning focused relationship means any problems can be identified collaboratively and teachers and students have the skills to do something to resolve any problems.

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Without skilled reflection teachers and students can be blind to assumptions and values they hold

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Without skilled reflection teachers and students can be blind to assumptions and values they hold

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Being deliberate about introducing the idea of reflection requires as much planning as any other concept you might want students to learn.

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Being deliberate about introducing the idea of reflection requires as much planning as any other concept you might want students to learn.

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Active reflection captures the idea that if a gap is found between how we would want teaching and learning to be and how it actually is, then something will be done to close that gap; it is not enough just to reflect or identify that there is a gap.

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Active reflection is goal focused, evidence based 

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Active reflection is goal focused, evidence based 

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Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for effectiv e learning.

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Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for effectiv e learning.

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Without skilled reflection, both teachers and learners can be blind to assumptions and values that they hold, that reduce their ability to generate effective conditions for learning.

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Teachers constantly ponder as to whether their students are learning as well as they might, and how they might adjust their teaching to support the learning even further.

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Active learning is pivotal to building a learning focussed relationship.

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Active learning is pivotal to building a learning focussed relationship.

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Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for active learning.

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A powerful thing about a learning focussed relationship is that it requires both teacher and student to keep the other informed of what is going on for them, and to check that the other is aware of this.

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A powerful thing about a learning focussed relationship is that it requires both teacher and student to keep the other informed of what is going on for them, and to check that the other is aware of this.

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Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for effective learning. 

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Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for effective learning. 

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To really engage in joint reflection with you, students need to have reflective ability of their own.

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How are WE going with this teaching/learning? Not just kids reflecting on learning but teacher reflecting on how they can change practise/help.

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How are WE going with this teaching/learning? Not just kids reflecting on learning but teacher reflecting on how they can change practise/help.

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Active reflection...makes the practices and processes of teaching and learning conscious and overt..

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Active reflection...makes the practices and processes of teaching and learning conscious and overt..

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What is active reflection? ..... goal-focused, evidence based and inclusive of the student.

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Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for effective learning. 

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Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for effective learning. 

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For students to learn to be truly reflective, they have to understand the bigger picture of why it is relevant to them.

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To really engage in joint reflection with you, students also need to have reflective ability of their own.

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To really engage in joint reflection with you, students also need to have reflective ability of their own.

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The best teachers we see are the ones who are always thinking about what is going on and checking their understanding.

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The best teachers we see are the ones who are always thinking about what is going on and checking their understanding.

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At some stage you will need to assess, with your students, how well they can reflect.

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At some stage you will need to assess, with your students, how well they can reflect.

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Active reflection becomes goal focused, evidence based and inclusive of the student.

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Active reflection becomes goal focused, evidence based and inclusive of the student.

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Active learning is pivotal to building a learning focused relationship.

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Make connections as to what has worked well and needs to be repeated.

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Making reflection a consistent feature of classroom life is a must if the value of reflection demonstrated by the research is to be realised.

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Making reflection a consistent feature of classroom life is a must if the value of reflection demonstrated by the research is to be realised.

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To really engage in joint reflection with you, students also need to have reflective ability of their own.

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Reflectiveness the heart of the key competencies

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Reflectiveness the heart of the key competencies

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It is not possible to make good and consistent decisions about teaching or learning (or much else) without good and sound information.  

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It is not possible to make good and consistent decisions about teaching or learning (or much else) without good and sound information.  

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We have found many occasions where the writing up of learning intentions has become just another classroom ritual that clearly guides neither the teacher nor the students' thinking about what is actually to be learnt. 

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We have found many occasions where the writing up of learning intentions has become just another classroom ritual that clearly guides neither the teacher nor the students' thinking about what is actually to be learnt. 

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Questioning is not a strategy for promoting further learning, but strategies and prompts can at times be posed as questions.  

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Questioning is not a strategy for promoting further learning, but strategies and prompts can at times be posed as questions.  

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If we have used good formal assessment tools (...;for example asTTle and PAT) correctly to inform our planning, and we are intending our students to learn the deep and meaningful, and we have aligned he learning tasks and activities around the intended learning, we will have no problems promoting their learning of sophisticated concepts  and, when it is appropriate, of asking them deep and meaningful questions as we help them to learn.  

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If we have used good formal assessment tools (...;for example asTTle and PAT) correctly to inform our planning, and we are intending our students to learn the deep and meaningful, and we have aligned he learning tasks and activities around the intended learning, we will have no problems promoting their learning of sophisticated concepts  and, when it is appropriate, of asking them deep and meaningful questions as we help them to learn.  

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Questioning is not a strategy for promoting further learning, but strategies and prompts can at times be posed as questions. 

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Questioning is not a strategy for promoting further learning, but strategies and prompts can at times be posed as questions. 