Dance Everything is food related Different forms of feedback trackers and the sandwich Feeding student progress Online feedback trackers that monitor student progress and make data drops easier ID: 613974
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Slide1
Verbal Feedback
DanceSlide2
Everything is food related…
Different forms of feedback trackers and the sandwichSlide3
Feeding student progress
Online feedback trackers that monitor student progress and make data drops easier
Trackers that allow the students to listen to and respond to feedback both verbally and in written formSlide4
The Sandwich
Positive
Constructive
Positive “bread” to begin and end the discussion
Allows the student to remain/gain motivation
Enthuses them about the subject
Positive
Constructive “meaty” feedback
In the form of questions to get the students thinking and responding verbally
Worded using positive languageSlide5
“You have such energy in your performance – it’s really captivating for the audience”
“How could you now focus on controlling particular movements to ensure you hit them accurately?”
“If you tense your muscles to control the movements, along with your natural energy, imagine how amazing your dynamics will be.”
Chef’s Thought Process: This is an example of a student who doesn’t pay attention to detail with their actions, and therefore their movements fly away into unexpected places.
W
e don’t want to lose their attack at the expense of neat movements, so a middle ground needs to be found.
The Sandwich
Positive
Constructive
PositiveSlide6
Think of a student that you’d like to give a sandwich to…
What is a strength of theirs?
What is an area for improvement?
What question(s) can you ask to get them to think about their improvement?
How could this improvement and strength improve their overall ability?
Think about moving forwards…
Chef’s Thought Process: What is the student like in your subject?
Positive
Constructive
PositiveSlide7
A balancing act….
“ On one hand, the evaluation of students work and attainment needs to provide pupils with helpful feedback about the standards expected and how the work presented could have been improves. On the other hand, it must also help pupils maintain motivation and positive attitude towards learning, rather than discourage and undermine their self-esteem. To achieve both of these aims is essential but no means easy”.
Chris
KyriacouSlide8
Positive constructive feedback
Do’s
Don
’
ts
Subject
specific feedback
(rich language that can be transferred from teacher to learner)
Personalised
feedback
Non- specific holistic feedback (Tallis habits)
recognising
students working habits and
behaviour and learning difficultiesIndividual progressA combination of formative and summative assessmentIf you are asking peer to give oral feedback give specifics to look for to support constructive and not judgmental feedback
Irrelevant feedback that does not support the task at handFeedback that recognizes more able students whilst also undermining the interest and enjoyment of a less able studentOnly focusing on summative assessmentGeneralised feedbackOver use of positive feedback (praise)Allowing students to comment on each others’ work without specific objectives can increase judgmental and irrelevant feedbackBenefitsSelf confidentEngagedCuriousIndependentIncrease growth mind-setSupports
AffectsLow self-esteemDisengagedComparing themselves to other students unnecessarilyDemotivated work ethic“The teacher must first consider the students difficulties before giving feedback” Chris Kyriacou (learning needs, learning behaviour, self-confidence)