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Essential provide clear learning intentions and success criteria highlight success and indicate one or two instances

es where improvement could take place

Desirable encompass pupil self-evaluation and feedback from peers provide strategies for improving work model strategies for improvement through teaching link to longer term target setting do not use grades and marks on most pieces of work

make feedback accessible to the learner written comments must be readable

allocate time for feedback to take place or for learner to read written comments expect some focused improvement to take place, based on the feedback

Self: Personal evaluation and effect on the learner Task: How well has the task been performed? Is it correct or incorrect? Process: What are the strategies needed to perform the task? Are there alternative strategies that can be used? Self-regulation: Self monitoring, directing the process and task. What is the knowledge and understanding needed to know what you are doing? What to do when you dont know what to do?

The purpose of feedback is to close the instructional gap. Feedback in the form of praise does not do this. If praise and instructional feedback are given at the same time, the student will be directed away from the instruction and ignore it. Praise that directs attention away from the task might be Good girl

An example of feedback at self level : Youre really great because you have carefully completed this task by applying what we learnt about forces

Focuses on how well the task has been performed:

Distinguishing correct and incorrect answers Acquiring more or different information Building more surface knowledge

For the teacher, the art is knowing when to add in/move to the next level of feedback. The teacher should move to process feedback when the student has:

Sufficient task knowledge Sufficient confidence in the knowledge in the task level

Your learning goal was to structure your recount in a way that the first thing you write is the first thing you did. Then you write about the other things you did in the order they happened. You have written the first thing first, but then it becomes muddled. You need to go through what you have written and number the order in which things happened and write them in that order

Does his/her answer meet the success criteria? How can s/he elaborate on the answer? What did s/he do well? Where did s/he go wrong? What other information is needed to meet the criteria?

Feedback specific to the processes underlying the tasks or relating to or extending the tasks: Relationships among ideas Students strategies for error detection Explicitly learning from errors Cueing the learner to different strategies and errors

You are stuck on this word and you have looked at me instead of trying to work it out. Can you work out why you have got it wrong and then tryout a different strategy?
You are asked to compare these ideas; for example, you could try to see how they are similar, how they are different how do they relate together?

What is wrong and why? What strategies did you use? What is the explanation for the correct answer? What other important questions can you ask about the task? How does this relate to other work? What is your understanding of the concepts/knowledge related to the task?

This type of feedback supports students to monitor, direct and regulate actions towards the learning goal: The ability to create internal feedback and self assess The willingness to invest effort into seeking and dealing with feedback Being able to review work to see if it is correct Seeking help to find out more information

I am impressed by how you went back to the beginning of the sentence when you became stuck on this word. But in this case it didnt help. What else could you do? When you decide on what it means, I want you to tell me how confident you are and why You checked your answer with the resource book (self help) and found you got it wrong (error detection). What strategy did you use? How else can you work out if you are correct?

How can s/he monitor their own work? How can s/he carry out self checking? How can s/he evaluate the information provided? How can s/he reflect on their own learning? How can s/he account for..? What learning goals has s/he achieved? Can s/he teach another student how to?

Book review
This is a story about three bears and a norty girl who goes into there house and steels ther things. She dosent care about any thing and she tasts there porrij and she breaks the little chair and then she gos upsters and goes to sleep in the baby bears bed. And then she thinks the daddy bear porrij is too lumpy and mrs bears chair is too soft. I like the story and I think you shoud read it too. It has good pictures and the riting is not much on the page so you get to read it kwicly. The best bit is when the bears come home and baby bear has a tan trum like my little brother dos.

Targets! Think about and plan writing to ensure good organisation and logical sequencing. Try to be more imaginative and use lots of interesting descriptive words. Use a range of sentence connectives. Use joined script.

Paul is a student who has some writing expertise and is working between novice and expert. With this knowledge, construct appropriate feedback for Paul targeted to his instructional level.