https://padlet.com/theptc/l31uqc0uikp1ece0 en-us 2021-07-01 10:47:51 UTC 2021-07-01 10:48:12 UTC hello@padlet.com theptc https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254372 Conversely, personalised evaluative feedback (either positive or negative)
such as ‘you’re so smart’ or ‘I didn’t enjoy your essay’ makes students
believe that the power to affect change lies outside of the learner’s direct
control. Students may think ‘Perhaps I was just born smart or dumb….’ Or
‘perhaps my teacher just doesn’t like my work’. Such feedback is harmful to
learning]]> 2021-07-01 10:47:51 UTC https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254372 theptc https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254373 Feedback works at its best when it serves to bring the ‘next step’ into focus.
Too many things to work on can be daunting for students. They may feel
overwhelmed by the quantity of ‘things to fix’ or they may feel confused about
which of these things is most important and where they should start. Skilled
teachers target only a small number of specific, attainable ‘next steps’ goals
when giving feedback to students.]]> 2021-07-01 10:47:51 UTC https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254373 theptc https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254374 Retrieval (step one) works like this: Once something has been learned, the
brain may be asked to ‘retrieve’ that information. This ‘retrieval’ of prior
learning is made visible through student actions (e.g. answering a test
question, playing a Db major scale, identifying cause and effect, shooting a
basket etc.). What teachers think of as an ‘assessment’ is actually what
neuroscientists refer to as ‘retrieval’. ]]> 2021-07-01 10:47:51 UTC https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254374 theptc https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254375 In the third step of the feedback loop, students internalise the feedback and
make meaning. This is where new learning is beginning to happen. However
that learning is NOT COMPLETE until the learner has RETRIEVED again
(this is step four of the feedback loop). In other words, it is not enough for a
student to simply ‘think about’ or ‘describe’ what they might do differently
next time…for learning to actually happen they MUST re-DO (i.e. second
retrieval). ]]> 2021-07-01 10:47:51 UTC https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254375 theptc https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254376 The first ‘big idea’ of Feedback is to focus on the learning, not on the person]]> 2021-07-01 10:47:51 UTC https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254376 theptc https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254688 Descriptive feedback which focuses on the learning (the task itself and/or the processes involved in completing the task) helps students identify strategies to improve as a learner. This type of feedback empowers students with the tools to success and can be highly motivating. ]]> 2021-07-01 10:48:12 UTC https://padlet.com/theptc/l31uqc0uikp1ece0/wish/1633254688