provide constructive feedback to learners to help them understand what they have done well and what they need to develop
Ilenia Ward 10-6-13
UNIT 307
Outcome 2.4: provide constructive feedback to learners to help them understand what they have done well and what they need to develop
On Wednesday I supported a group of children during literacy.
The children had to write their own story using interesting sentences and vocabulary.
The children watched a video and then they had to write their own story.
During the activity I made sure all the children understood what they had to do and I wrote down notes about the children responses.
At the end of the activity I gave the children constructive feedback on their work.
I highlighted a particular strength for each child, praising them for the effort they made in choosing interesting words.
I also recorded particular issues for each child to help them improve in the future.
I asked the children questions like: “How could you have started the sentences to make it more interesting?” and “what other words could you have used to describe that character?”
I gave the children some suggestions to follow for future activities.
I also asked the children what they thought about each other story, and what they think they could better in the future.
Don’t play guess what’s in my head
Ask open-ended questions, with plenty of possible answers which lead to further questions. Acknowledge all responses equally. Use Thinking Routines to provide a framework for students to engage with new learning by making connections, thinking critically and exploring possibilities.
3. Talk less
Minimise standing out front and talking at them. Don’t have rows of learners facing the front of the class. Arrange the seats so that students can communicate, think together, share ideas and construct meaning by discussing and collaborating. Every exchange doesn’t need to go through the teacher or get the teacher’s approval, encourage students to respond directly to each other.
4. Model behaviors and attitudes
UNIT 307
Outcome 2.4: provide constructive feedback to learners to help them understand what they have done well and what they need to develop
On Wednesday I supported a group of children during literacy.
The children had to write their own story using interesting sentences and vocabulary.
The children watched a video and then they had to write their own story.
During the activity I made sure all the children understood what they had to do and I wrote down notes about the children responses.
At the end of the activity I gave the children constructive feedback on their work.
I highlighted a particular strength for each child, praising them for the effort they made in choosing interesting words.
I also recorded particular issues for each child to help them improve in the future.
I asked the children questions like: “How could you have started the sentences to make it more interesting?” and “what other words could you have used to describe that character?”
I gave the children some suggestions to follow for future activities.
I also asked the children what they thought about each other story, and what they think they could better in the future.
Don’t play guess what’s in my head
Ask open-ended questions, with plenty of possible answers which lead to further questions. Acknowledge all responses equally. Use Thinking Routines to provide a framework for students to engage with new learning by making connections, thinking critically and exploring possibilities.
3. Talk less
Minimise standing out front and talking at them. Don’t have rows of learners facing the front of the class. Arrange the seats so that students can communicate, think together, share ideas and construct meaning by discussing and collaborating. Every exchange doesn’t need to go through the teacher or get the teacher’s approval, encourage students to respond directly to each other.
4. Model behaviors and attitudes