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How can I apply what I have read to my classroom practice?

How do I know that my students have learnt?

What are some challenge(s) that I face in using the specific strategies?

How can I ensure that my students act on the feedback that I have given

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Sherrie                                                                                                           

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Sherrie                                                                                                           

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How can I apply what I have read to my classroom practice?
Have been using comments only for level descriptor feedback for students. It helps to guide them to improve upon their answer for that particular section. It works best for level descriptor questions due to the slightly open-ended nature of that particular type of question. Annotation of where they need to improve and some tips to get them to think about what they have written and improve upon it for the next time they write something similar.
How do I know that my students have learnt?
In the the event of a 2nd draft, I will be able to tell if they have made use of the written feedback to build upon what they have.
What are some challenge(s) that I face in using the specific strategies?
Students might not have the tools to equip them to improve upon their answer just by written feedback alone. They might need to have a particular structure to rely upon or exposure to more information before they are able to improve upon their answer.
How can I ensure that my students act on the feedback that I have given?
Require a 2nd draft to be submitted or check corrections.

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Sixian (Two Step Multiple Choice Question)

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Sixian (Two Step Multiple Choice Question)

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How can I apply what I have read to my classroom practice?
With this two-step approach, I will be more able to gain insights to their answers, not just leave their answers as they are because it is correct. Other than choosing their answers, they also have to explain (in the second part) their thinking processes.
I will apply this using Nearpod - where the first part is a multiple choice question and the second part is for them to justify their choice from their initial answer.

In justifying their answers in the second section, students reveal their conceptual understanding, and the teacher does not need to guess what the students might be thinking.

How do I know that my students have learnt?
When evaluating their answers, I will select a few students' answers and the class will discuss the mistakes that the student has made. If the class is able to address the gaps in the explanations (i.e. conceptual error/incomplete understanding), it shows that some of them in the class are aware of the mistakes made in explanations.

What are some challenge(s) that I face in using the specific strategies?
Time management - might not be able to do it in 35 minutes.
Takeaways - students will not have worksheets to take home after the activity (for revision)

How can I ensure that my students act on the feedback that I have given?

Cater to students’ learning needs by directly addressing what students do not know or are unclear about through the provision of feedback. From there, they will be given another application question and they will have to try explaining their answers again after receiving feedback.

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1. Application in the classroom
This strategy can be applied to check for understanding of content or sources. The nature of the subject means that I might be talking often and doing this can engage them and check if there were any misconceptions.

2. Check if students had learnt
Instead of verbal sharing, I can get students to write down in the form of a reflection so that I can keep track of all responses.

3. Challenges
Students might abuse the time given to them to recollect and think and not use it wisely (eg: zone out, talk to friends) so expectations must be set before this is implemented. The 2nd student who shared might have the tendency to repeat what the 1st person had said so it might not be totally effective in testing for understanding.

4. Ensuring that students act on feedback given
Doing it in a written reflection format will allow me to leave comments on their work and I can follow up with a related assignment.

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How can I apply what I have read to my classroom practice?
I already use kahoot as a multiple choice practice for my students. Maybe I can just stop after every question and get them to write their justifications before proceeding to the next question.

How do I know that my students have learnt?
Check their justifications for understanding

What are some challenges when using the strategy?
Lack of time. At 3 lessons a week, I can only dedicate one kahoot after maybe 3 weeks of lesson, not sure if I can afford more time.

How can I ensure that my students act on feedback that I have given?
Link this to an actual exam question and do a graded assignment on it. Then I can check for understanding

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1. How can I apply what I have read to my classroom practice?
- Used this approach for my English Lesson Observation - Lesson on making inferences - Students had to watch a short film, use the given evidence and background knowledge to make an inference, 3 different options given to the students, justify during class discussion why it is that particular option over others

2. How do I know that my students have learnt?
- Students used 'ABC' option cards in their student handbook to answer the question - When students show their options, students who got the wrong options are to explain WHY they arrived at that particular option - Students who got the right options are also to explain HOW they arrived at that particular option

3. What are some challenge(s) that I face in using the specific strategies?
- Time constraint - Lack of time to discuss all options given - Can limit the number of questions

4. How can I ensure that my students act on the feedback that I have given?
- Similar practice (Peer marking) - Students now have to write down the explanation/reason for choosing/not choosing the option

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1. How can I apply what I have read to my classroom practice?
Can be applied to selecting exemplars between L2 & L3 for SRQ and get students to explain why the explanation of their selected exemplar is better for Common Test corrections.

2. How do I know that my students have learnt?
When students are able to clearly point out why the exemplar chosen was a better option compared to the other and identify the gaps in the weaker exemplar (L2).

3. What are some challenge(s) that i face in using the specific strategies?
Students may not be able to fully explain the gaps in the answers and may select the weaker exemplar.

4. How can I ensure that my students act on the feedback that I have given?
Students should be given the opportunity to do corrections and work on the feedback.

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1. How can I apply what I have read to my classroom practice?

Applying the I Do, I Know, I Check framework to complement existing skills-related checklist.

I.e. When making inferences, students will have to check off what they have done (highlighting key words/phrases from the source) and check off whether they know the meaning behind the highlighted words/phrases.

2. How do I know that my students have learnt?

By observing what they have checked off their list and what they have yet to check off.

3. What are some challenges that I face in using the specific strategies?

Students who check off the list might do so merely based on the assumption of their own progress - which might not be an accurate reflection of their understanding.

Students might not be able to differentiate between I Do vs I Know.

4. How can I ensure that my students act on the feedback that I have given?

Get them to draft/edit their assignment post-checklist based on what is lacking in their answers.

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1. How can I apply what I have read to my classroom practice?
- I think I can do better in the point made about the need to "be specific about what the students are supposed to do with the comments given". I think i must be mindful to be student-centric in the specificity of my comments. No point writing a lot when the handwriting is illegible or when the comments used words beyond students' level of comprehension. I have also attempted open-ended questions like "So? What Next?" without specifying probably an area of focus that the students can delve into. Also, I may have neglected the overall summary type of comment feedback which would illuminate the students on which specific tasks they should work on.

I think it is also good for me us to let more capable and mature students to comments on their students work. I have tried to use this with tricider for instance. .

2. How do I know that my students have learnt?
- After they complete an assigned task of a similar difficulty level well by achieving the next level of competency.

3. What are some challenge(s) that I face in using the specific strategies?
- The challenge is in balancing the specificity of the comments such that it does not ironically become top down instructions for students to just copy and adhere to that would counter the purpose of self-directed assessment.

4. How can I ensure that my students act on the feedback that I have given?
- Feedback given to them should be timely so that they can act on the feedback.