Skip to 0 minutes and 7 seconds Throughout the three weeks of this course, we hope that you’ve developed and deepened your understanding of how you can plan to support the learning of all your students through your use of feedback. We have discussed how feedback occurs after teaching or students have attempted to perform, and that it is the evidence related to the learning goals that we reflect on, along with the feedback we provide at these points that can really enhance the learning of our students. We know you will take, adapt and develop further ideas of your own to help you with this. We have explored a wide range of different characteristics and shared practical strategies for how these can be implemented. Practical ideas we have considered
Skip to 0 minutes and 54 seconds include how you can: use errors to deepen learning experiences; use written and oral feedback that engages students and makes them think, increase student motivation and aspirations, support students in reacting to and responding appropriately to feedback, provide evaluative experiences to develop learning apprentices. Planning for this day-to-day and longer term use of feedback can help you learn with your students, and as you become more attuned and better at utilising feedback, you will become more able to deepen their understanding, develop thinking and evolve your own teaching. We want to encourage you that the ideas we have explored will help you and your students become better learners.
Skip to 1 minute and 46 seconds As we said at the start, feedback is difficult, however, research shows that when used well it can have positive impacts on students’ learning so it really is worth persevering with. We hope the ideas you’ve engaged with from us and learned from each other will help support you as you develop your use of effective feedback.
Course summary and review of your learning
Thank you for joining us on this course. We hope you have found it interesting and it has given you information and ideas that will help you in your own teaching practice. We also hope you have enjoyed working with other learners, sharing knowledge and opinions.
In this short video we encourage you to persist in using feedback to support the learning of all your students.
In summary effective feedback:
- Discusses learning not tasks – related to where students are going, how they are doing, where to next;
- Is medical and not a post-mortem i.e. is about improving the learner not their tasks;
- Discusses the success criteria (quality), highlights errors, misconceptions/misunderstandings, and actions to take;
- Uses open questions to encourage students to do the thinking;
- Raises aspirations, efforts and motivation through high expectations and belief in potential;
- Moves from task performance towards task process and self regulatory levels, not the self level;
- Supports students to react in a way so they increase their effort or raise their aspirations;
- Is conducted as a two-way processes which supports students as learning apprentices in becoming experts and owners of their own learning.
As Andrea concludes:
Feedback is difficult, however, research shows that when used well it can have positive impacts on students’ learning so it really is worth persevering with.
Self-audit of your professional development
Now that we approach the end of this course we re-visit the self-audit task from the start of the course. The post-course self-audit will help you consider how your practice and thinking about planning for learning has changed.
- Access the self-audit task and complete it.
- At the end of the survey, click My responses.
- Click Download as PDF.
- Save the PDF where you will be able to retrieve it to review over the next few steps.
As you complete the self-audit, identify one aspect of your practice you have developed the most and one aspect you wish to further develop. Share these in the comments below.
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