1 / 10

Effective Feedback and Reflection in Mathematics

Effective Feedback and Reflection in Mathematics. Session 2 Teacher Inquiry Group 2014. Feedback – a ‘good’ definition?.

emile
Download Presentation

Effective Feedback and Reflection in Mathematics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Effective Feedback and Reflection in Mathematics Session 2 Teacher Inquiry Group 2014

  2. Feedback – a ‘good’ definition? Feedback is a process of giving specific and targeted information about a person’s learning, performance or understanding, in order to help them either continue or modify their behaviour or actions. Only slightly convoluted!!!

  3. Effect of Praise

  4. I used to think, but now I think I used to think……, But now I think…… Discuss……

  5. What we do Using a mindmap, jot down how your students currently receive feedback in mathematics. Underline the most commonly received feedback Circle what you suspect is the most powerful feedback

  6. Why Inquire Into Feedback • There is no unanimous and unequivocal research finding on how best to provide feedback in every situation • How do we know that the research findings, such that there are, are applicable to our classrooms?

  7. Application to YOUR classroom How is this context unique? Are your students here the same as ‘at home’? Do they respond to feedback the same way? How do we know??

  8. What is self-study? I believe self-study to be a personal, systematic inquiry situated within one’s own teaching context that requires critical and collaborative reflection in order to generate knowledge, as well as inform the broader educational field (Sell, 2009a). Self-study research builds on the necessity of a relationship between individual and collective cognition in teachers’ professional development and the power of dialogue in building a learning community of engaged scholarship. As teachers raise their own questions generated from their practice, critical friends serve to mediate, provoke, and support new understandings(Samaras, 2011).

  9. How do we collect data? • Neither is inherently better than the other. Context plays a huge role in the type of data you can collect, especially in education.

  10. What are our goals? • We need to start thinking about what we want to investigate, how we will record our journey, and how we might measure success Steps… • What do you want to look at? Feedback templates, peer feedback effectiveness, recording reflections, task design, learning journals, etc. • Why is this relevant to you? • What does the research suggest in relation to your area of interest? • What will you DO? • How will you record your journey? • How will you measure and define success? 7. What can we do to support your inquiry?

More Related