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Learning Intentions --> Engagement
I've found that ownership increases engagement considerably - hence also the standard of outcomes. One way I have done this in the past is having students review what the LOs are together and letting learners share thoughts on how these relate to why they joined the course (which we would have explored previously) and what the LOs look like on 'the ground'. I did not name this specifically as students identifying 'Learning Intentions' but as I reflect I know how powerful this is. To do the above, I would use various methods - and offer choice, sometimes forms, sometimes handwritten ideas A3, sometimes Flipgrid - depending on group preference. Success criteria - again, on reflection I haven't named these specifically and certainly see the value in doing this more specifically in future, but I would often work with the whole class to develop 'our own collective' understanding of how we will feel successful at the end of the module with an explicit focus on real-life application rather than ' assessment outcomes' as prescribed.
FEEDBACK
Comment only feedback- on reflection, it would always be specific, always identify positives and with areas to improve (on reflection) I potentially often pose these as a question, not definitive statements. Controversially, the 'two stars and a wish' - I currently do not favour using this term, but at the same time, I have been using the essence of this for a long time. By identifying 'stars' we not only increase confidence we can highlight learners as the experts in their own work/expression and open two way mutually respectful learning between the 'instructor' and the 'learner' (I am no expert in their thoughts and views, and have much to learn from all). If I have identified a number of areas that are lacking(i.e. unfortunately for submission criteria purposes - two stars and wish potentially will be insufficient so I would leave a comment highlighting what is going well and suggest a 'catch up' or 'let's talk about this aspect more when we meet'. I have used verbal comments and videos feedback- I have found some learners favour one way or another, written is actually quite popular (I have specifically sought feedback from learners on this and some favour being able to see the feedback as a checklist (written) with no play/stop etc. Where possible I would individualise this on learner preference.

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Here is a video on MOTE which is great for giving Audio Feedback

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I sent a message through Teams detailing that the flipped classroom was taking place on 17th Feb. I told them that it would be distributed through OneNote and told them where they could access it.
In the Teams message I explained what was expected -the flipped classroom was a Sway presentation with audio files throughout, which aimed to add additional information and detail to the slides. I stressed the need to listen to these. There was an MS Quiz half way through the presentation and a research activity at the end. The students had to download the information in the embedded links to help them with both of these activities.
All of the learners engaged in the flipped classroom activity and I was able to see immediately how they got on with the instant results generated in the MS Quiz. I was able to feedback to each individual student with comments. I was able to see from the responses that one of the students was struggling with some of the Quality Framework documents so I will take this on board and offer extra support when we are next in F2F class
In the activity at the end, each student sent me their activity and I put written comments throughout their responses using my Whiteboard pen.

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That will be interesting. I look forward to it.

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This week we would like to design and try out a blended assessment activity with your learners and share you experience here...

What did your blended assessment look like?
- What tools did you use?
- What did the learners do?
- What did you do with the learner data generated?