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Feed up , feed back & Feed forward

Feed up , feed back & Feed forward. Teachmeet , term 3 2012. The research - hattie. Influence Effect Size Source of Influence Feedback 1.13 Teacher Students’ prior cognitive ability 1.04 Student Instructional quality 1.00 Teacher Direct instruction . 82 Teacher

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Feed up , feed back & Feed forward

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  1. Feed up,feed back &Feed forward Teachmeet, term 3 2012

  2. The research - hattie • InfluenceEffect SizeSource of Influence • Feedback 1.13 Teacher • Students’ prior cognitive ability 1.04 Student • Instructional quality 1.00 Teacher • Direct instruction .82 Teacher • Remediation/feedback .65 Teacher

  3. Three stages… • Where am I going? Feed Up • How am I going? Feed Back • Where to next? Feed Forward

  4. Feed up - establishing purpose/goals Image from grip-of-grace.xanga.com

  5. Feed back - providing information about success and needs http://randomramblingsandmixtapes.blogspot.com.au/2012/01/looking-forward.html

  6. Feed forward – what to focus on next and how to do that http://strikemepink6.files.wordpress.com/2012/01/looking-back-looking-forward.jpg

  7. How do we give feedback? Butler’s research shows that: • Students given only grades or marks made no gain from the first to the second lesson • Students given only comments scored on average 30% higher • Students given marks or gradesin additionto commentscancelled the beneficial effects of the comments

  8. FEEDBACK should be … Timely Specific Understandable Actionable

  9. Structuring your FEEDBACK 1. Begin with a description of performance. 2. Follow with guidelines of what to continue doing, or to change. Not just WHAT but HOW. 3. End with encouragement to persist. Zwiers, 2008

  10. The problem with feedback By itself

  11. Feed forward is the key!

  12. What will you need: • A belief that every child can improve • The establishment of a classroom culture that encourages reflection and interaction and the use of assessment for learning tools • The establishment of a safe, non-threatening, affective learning environment in which students see making mistakes as an integral part of learning • Active involvement of students in the learning process • Adapted from the OECD Improving Learning in Secondary Classrooms (2005)

  13. references • http://www.uws.edu.au/student_learning_unit/slu/staff_feedback_toolkit/the_importance_of_effective_feedback • http://www.ascd.org/publications/educational-leadership/nov09/vol67/num03/Feed-Up,-Back,-Forward.aspx • http://www.bioscience.heacademy.ac.uk/ftp/newsletters/bulletin22.pdf • http://www.journeytoexcellence.org.uk/videos/expertspeakers/feedbackonlearningdylanwiliam.asp • http://www.fisherandfrey.com/

  14. @Madiganda

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