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Find attached my feedback observation here -

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7001CRB Sept 2020 Feedback Observation form

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Evidence + reflection of engaging in CPD opportunities:

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Evidence + reflection of engaging in CPD opportunities:

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Upcoming webinars:
Authentic assessment – 3-Steps Model for...:
04/11/2020 13:00 - 14:00

Authentic assessments aim to incorporate activities within a classroom with the skills and competencies needed for students to be able to embark upon real world problems. These type of assessments look at realism – as a tutor we must ensure that assessments given to our students somewhat link with the real world.  Secondly, contextualization – we must connect the assessment with the appropriate context – being a law teacher I would do this by referring to firm based scenarios. The reason to these types of assessments are an accumulation of many grounds such as student’s are all different they may find it difficult to apply their knowledge the traditional way, or the main reason being once the traditional route is over they are not prepared for employment.

An Introduction to Inclusivity and Sense of Belong...:
09/11/2020 15:00 - 16:00

The purpose behind this important topic is for all students, regardless of their background are able to reach their full potential. We must make sure students feel a sense of belonging and are able to comfortably contribute towards their lessons without feeling judged by their peers and teacher. It is for tutors to ensure that any unnecessary barriers which make it harder for students to take part are removed. The main ideology of this topic is for there to be a sense of acceptance within the group. This practice could be done by sharing examples from a different context, allowing a range of options available to students so they feel they are being catered to.

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The following questions are discussed within my case study;

https://spark.adobe.com/page/gWzMbMD5CVBgk/

https://spark.adobe.com/page/ht2F9aCIboWD9/

https://spark.adobe.com/page/jjIzE6SmdHeOi/

https://spark.adobe.com/page/befhXB84Eu63P/

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I have attached below a recent PowerPoint I have created to support the students with their assignments.

I have also attached below evidence of email response providing feedback to students. (I have covered students names to keep this anonymous)

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Upon reading Ian's feedback of my observation, there are a few teaching tips I am able to implement within my practice.

I will focus on the learning objective  of the assessment and signpost that to the students to make it more clear to them on what to focus on. I will also focus on the marking criteria as it is important for students to know what is expected of them.

I also plan to implement formative feedback and formative assessments as I am now aware of how powerful this can be.

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A poem titled ‘A student’s plea’, by Busse, published in 1964 - my thoughts.

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Can students learn the rules of assessment by osmosis?

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What I am looking forward to and hoping to achieve.

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Information provided by an agent (eg, teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding.

(Hattie and Timperley 2007: 81)

Feedback is a dialogic process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies.

(Carless 2015: 190)