Effective Feedback and Reflection in Mathematics. Teacher Inquiry Group 2014. Why are you here?. Guiding Questions/Lines of Inquiry:
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.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Effective Feedback and Reflection in Mathematics
Teacher Inquiry Group 2014
Why are you here?
Guiding Questions/Lines of Inquiry:
The focus of this TIG will be on investigating how best to establish reflective practices, maximizing opportunities for effective student to teacher feedback, in an elementary mathematics classroom.
“When teachers seek, or are at least open to, feedback from students as to what students know, what they understand, where they make errors, when they have misconceptions, when they are not engaged – then teaching and learning can be synchronized and powerful”
Hattie (2009, p.173)
John Hattie’s seminal text Visible Learning identifies feedback as one of the most ‘powerful influences on achievement’. Effective Feedback answers three questions – ‘Where am I going?’, ‘How am I going?’ and ‘Where to next?’ As noted above, however, these questions are often best answered by students themselves, a situation in stark contrast to many classrooms where feedback is primarily directed from teacher to student. Furthermore, Hattie found that both self-verbalizing and self-evaluation had a high effect on student achievement, further evidence for the merits of instituting reflective practices.
Use string/tape to estimate a metre.
Fleming & Levie, 1978
I used to think……,
But now I think……
What are the implications of these findings to the teaching of mathematics?