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Try to provide students with feedback for next steps to help achieve their goal

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From today’s session, I will incorporate more peer to peer feedback.

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Giving timely and specific feedback has the biggest impact

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Use highlighting, self check marks and next-steps as tools for feedback and documenting feedback. Plan for time in the programs for specific giving of feedback (conferencing) as well as time for application of feedback

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Ensuring that verbal and written feedback highlights the action/change that led to students' success.

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The importance of offering specific feedback that focuses on how a child is achieving the lesson goals and where they will be going next

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Making space for feedback into teaching and learning programs

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Feedback can often begin with the student taking agency and asking for feedback. This can be encouraged by changing the language in the classroom from “I’m finished” to “Can  I have some feedback” Dean.

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Feedback can often begin with the student taking agency and asking for feedback. This can be encouraged by changing the language in the classroom from “I’m finished” to “Can  I have some feedback” Dean.

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Providing feedback that is timely and moves the learner forward

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I reflected on a discussion that we had about Hattie’s four levels at which feedback is directed and thought about ways to focus on giving self-regulated feedback more often.

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The video was a powerful took. I can see how sharing this with students would introduce the idea of feedback helping us to improve, and that the feedback is linked to the work not the students.

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Providing opportunity for peer and self assessment to help students better understand the criteria for describing quality work. Stufents need training in this skill.

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We discussed opportunity to have specific feedback facilitated through Canvas which has lost some of the functionality for this to occur.
This was relevant in a discussion around viability to parents and how they engage in the process.

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We reflected on how students respond positively to feedback, increasing effort when a clear goal is set.

A great reminder how appropriatly challenging feedback can be directed for greatest impact.

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Fostering a culture of feedback in the classroom to overcome fear of feedback/perfectionism

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Incorporate more peer feedback strategies

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Incorporate more peer feedback strategies

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We explored more about feedback and how it can be effectively employed in the classroom. Spoke about what people have done so far and the positive ways we can implement new feedback.

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Interested to discuss strategies other colleagues are using and to trial some new written feedback strategies in class.

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Interested to discuss strategies other colleagues are using and to trial some new written feedback strategies in class.

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Feedback is the way to feed forward and fast forward

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Great opportunity to reflect on practice and discuss ideas and current research around feedback

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Using whiteboards

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Asking students to record the verbal feedback provided jn class by the teacher in their own notebooks, and what they will do (actions) to apply this to their own work for continued improvement.

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Conferencing with students to work on feedback to make it meaningful

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Conferencing with students to work on feedback to make it meaningful

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More peer feedback - but teaching them how to constructively and meaningfully give them feedback. So using scaffolds and sentence starts and structuring how they speak to each other

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The 4 E’s to describe feedback. Emerging, evolving, embedding and excelling

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The 4 Es for feedback — positive and provide visual progression.

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I need to think more carefully about what my students want to achieve rather than what I want them to achieve.

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To ensure that feedback is timely.

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remembering to frame lessons with learning intentions and success criteria to provide language for reflection and peer to peer feedback and personal reflection.

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That a mix of timely, specific, addressable, on going, content rich feedback can really benefit students as well as refine our own teaching practice.

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Providing timely feedback that fits in a continuum where it highlight what’s emerging, evolving, embedding and excelling. Starting with a positive feedback and consider the language used when giving feedback. Making sure it is specific and supports and encouraging learning and further development.

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Planning formative tasks strategically to maximise opportunities for timely feedback.

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Getting students to actively engage in feedback and ensure they can articulate actionable areas for improvement 

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Getting students to actively engage in feedback and ensure they can articulate actionable areas for improvement 

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Engineering classroom activities that require evidence of learning.

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Engineering classroom activities that require evidence of learning.

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Maths is looking at student reflections post assessment

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To include feedback into my teaching I need to build the necessary time into my program

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To include feedback into my teaching I need to build the necessary time into my program

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Pre mark reflection rather than post mark

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Asking students for an item of feedback that they got from me today (or this week) - using post-it notes.

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Asking students for an item of feedback that they got from me today (or this week) - using post-it notes.

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Pre/post mark reflection

Using student sample

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I feel like there was a lot of good ideas going around. We all seemed to be on the same page which means we can share these resources

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Good to chat about the ways we all provide feedback to our students and each other

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I will put more focus on teaching how to reflect on assessment tasks. E.g doing pre and post marks reflections.

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Good to reflect on current practices, plenty improve on

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Include more student based feedback to review the units of work/assessments.

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Ensure feedback is specific to process

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It is clear that we need to appropriately identify high potential and gifted students to then appropriately group, differentiate, and give feedback. Without knowing their cognitive capacities, as well as their levels of skill development, we do them a disservice if we group them for academic tasks with others who do not think as they do, drill them with repetition, and give them feedback on this process. Pretest them appropriately, then differentiate rather than just teaching the content.

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It is clear that we need to appropriately identify high potential and gifted students to then appropriately group, differentiate, and give feedback. Without knowing their cognitive capacities, as well as their levels of skill development, we do them a disservice if we group them for academic tasks with others who do not think as they do, drill them with repetition, and give them feedback on this process. Pretest them appropriately, then differentiate rather than just teaching the content.

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To create an additional feedback box on registers that includes students voice on their thoughts on the unit and assessments so we don’t rely on just staff.