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- how significant the factors "questioning", "metacognitive strategies", "study skills", and "classroom discussion" are
- what makes successful feedback
- what it means to give comprehensive feedback
- what it means to obtain meaningful feedback from the learners
- what misunderstood feedback (praise, peers, etc) can involve
- what the basic principles of feedback in class are

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- relates to "higher order" or "deeper questions"
- higher thinking order (HOT) questions
- allows for relating ideas, creating connections with prior knowledge, creating discussions for teachers to "hear" the impact of teaching
- optimize the power of questions - making questions current
- consolidate where pupils are and move them ahead
If pupils are at a deeper level, then ask transfer questions to help apply to a new task.
- questions posed:
(a) can determine where the learners are
(b) what are things that is not clear yet
(c) what interest them
(d) where to go next
Being able to provide scope for these questions, are hallmarks of a successful teacher

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If the questioning is so powerful,there is a need to relook the questions we posed to the students.The book (pg 77) mentioned about 90 percent of most questions are about facts.Should we allocate so much on recall questions?Is that why students are bored by our questions?

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Employing Questioning to Facilitate a productive academic discussion in 21CC classroom

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Employing Questioning to Facilitate a productive academic discussion in 21CC classroom

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BL6 - Employing Questioning to Facilitate a Productive Academic Discussion in 21st Century Classroom

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Feedback as the key to successful instruction.

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Feedback as the key to successful instruction.

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3 major feedback questions:
1. Where am I going?
2. How am I going?
3. Where to next?

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Ensure that there is always "Where to next?" feedback.

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Ensure that there is always "Where to next?" feedback.

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Structure of the Observed Learning Outcome

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Structure of the Observed Learning Outcome

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Here is the use of SOLO Taxonomy to get students to understand how we can achieved on agreed behaviour for the class.

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Students read the feedback given, inform what they have learnt from the feedback and how they are going to improve before attempting their next oral practice. (Remedial)

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Students read the feedback given, inform what they have learnt from the feedback and how they are going to improve before attempting their next oral practice. (Remedial)

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Students read the feedback given, inform what they have learnt from the feedback and how they are going to improve before attempting their next oral practice. 

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Students read the feedback given, inform what they have learnt from the feedback and how they are going to improve before attempting their next oral practice. 

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Discussion with pupils to identify possible Math patterns in listing different combinations of $10.

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清晰、有意义的高质量反馈，在整个学习过程中给学生提供方向和帮助，培养有评价能力的学习者，有助于学生成为一名self-directed learner. 

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清晰、有意义的高质量反馈，在整个学习过程中给学生提供方向和帮助，培养有评价能力的学习者，有助于学生成为一名self-directed learner. 

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Who can give feedback? Who can receive feedback? 

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Who can give feedback? Who can receive feedback? 

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Student - Student
Tr - Student
Student - Tr

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1. Culture - "Trust"
2. Feedback - Clear, meaningful, different level of success criteria
3. common language for communication , same thinking way
4. teach student skills - language skills, reflection skills, communication skills......
5. students are self-directed learner -教学对学生可见，学习对教师可见，各种success criteria让目标很透明，学生不必猜教师要什么，更了解自己的学习，能控制自己的学习脚步。
for teaching - visible learning for pupils - know what they have learnt or need to learn
different success criteria - pupils know what they want and what to do and had own control in providing platforms for self-directed learning.

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P5 Science Performance Task - Electricity 

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P5 Science Performance Task - Electricity 

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1. Where am I going? Providing Rubrics before the Performance Task
2. How am I going? Using Rubrics to inform pupils about their performance
3. Where to next? Class discussions, clarifications

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P5 Science Performance Task - Electricity 