Download Newbattle English Enabling Effective Feedback

CLOSING THE GAP
“How can we improve outcomes for
our most disadvantaged students?”
What barriers do we have to
overcome?
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Ability
Expectations
Confidence
Parental Support
Different Priorities
It is our responsibility, working with pupils, to
overcome these obstacles in order to enable
their success.
Feedback
“The term feedback is often used to describe
all kinds of comments made after the fact,
including advice, praise, and evaluation. But
none of these are feedback, strictly speaking.
Basically, feedback is information about how
we are doing in our efforts to reach a goal.”
Grant Wiggins
http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-EffectiveFeedback.aspx
Feedback
“Those studies showing the highest effect sizes
involved students receiving information feedback
about a task and how to do it more effectively.
Lower effect sizes were related to praise, rewards,
and punishment.”
“When feedback is predominately negative,
studies have shown that it can discourage student
effort and achievement.”
(Hattie & Timperley, 2007, Dinham)
Feedback
“As a teacher, most of the time it is easy to give encouraging,
positive feedback.
However, it is in the other times that we have to dig deep to find an
appropriate feedback response that will not discourage a student’s
learning. This is where the good teachers, the ones students
remember forever in a positive light, separate themselves from the
others.
A teacher has the distinct responsibility to nurture a student’s
learning and to provide feedback in such a manner that the student
does not leave the classroom feeling defeated.”
Laura Reynolds http://www.teachthought.com/learning/20-ways-to-provide-effective-feedback-for-learning/
Feedback should be:
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Goal Referenced
Transparent & Tangible
Actionable
User Friendly
Timely
Ongoing
Consistent
•How can we integrate feedback into
our lessons?
•How can we use it to overcome the
barriers to achievement that exist for
more disadvantaged students?
“Although the universal teacher lament that there's no time for such
feedback is understandable, remember that ‘no time to give and use
feedback’ actually means ‘no time to cause learning’.”
Grant Wiggins http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-
Feedback.aspx
Aim: use feedback to help pupils...
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Have the confidence to try!
Feel comfortable in honestly evaluating their progress
Feel comfortable in indicating they need help
Encourage peer support
Recognise their success
The teacher needs feedback from the pupils to
evaluate the success of the lesson as much as the
pupils need feedback from the teacher to improve
their performance.
An approach to traffic lighting
Poetry
Learning Intention:
To understand the genre markers of poetry.
What is poetry?
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Type (genre) of writing
A lot of writer’s craft is used e.g. metaphor/simile
Relatively short
Can deal with intense emotions
Sometimes it rhymes
Has a strong rhythm (because the poet controls the length of the line)
Often used to describe something
Written in verses (or stanzas)
An approach to traffic lighting
Limericks
There was an old man from Darjeeling a
Who boarded a bus bound for Ealing a
He saw on the door: b
‘Please don’t spit on the floor’, b
So he stood up and spat on the ceiling. a
• Rhyme schemes (patterns) can be annotated using letters. The first word
(and any word that rhymes) in a stanza is A. The next rhyme is B and so
on…
• The rhyme scheme is: a a b b a
• Rhythm is created by syllables that are stressed more when you read the
line
An approach to traffic lighting
Haiku
• 3 lines
• 5, 7, 5 syllables
• Describing one thing using an image, for example, comparing
something using a metaphor or simile
• Usually about some aspect of nature
Dinosaurs always
Growl loudly and proudly: RAAR!
Teeth like hunting knives.
Eyes burning through dark
Grabbing plump insects in flight
Little night monkey
The hungry earthquake
Grinds its teeth and mashes up
The roads and houses
An approach to traffic lighting
Figurative Language
• Poets often are trying to express something powerful and
important in a short space.
• As a result of this they frequently make use of figurative language.
• Are the following examples of metaphor or simile:
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My feet are toasting metaphor
She ran like the wind simile (cliché)
He has a mouthful of broken bottles metaphor
She moves like a butterly simile
An approach to traffic lighting
An approach to traffic lighting
Self Assessment
Name:
How well do you understand the following concepts?
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Rhyme
Rhythm
Metaphor
Simile
Alliteration
Onomatopoeia
An approach to traffic lighting
Descriptive Poems
Learning Intention:
To understand how to write a poem that describes a person.
Task:
You are going to write a poem in quatrains that describes
somebody.
Think carefully about:
• How they look/sound/smell
• How their appearance/actions can convey their personality
• How you want the reader to feel about them
An approach to traffic lighting
Success Criteria:
• 4 stanzas (quatrains with regular rhyme and
rhythm)
• At least three similes and two metaphors
(avoiding cliché)
• At least one example of onomatopoeia
• At least one example of alliteration
• Description of the person’s appearance and
actions to reveal their personality
An approach to traffic lighting
Peer Assessment
Name:
How well has your partner understood the following concepts?
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Rhyme
Rhythm
Metaphor
Simile
Alliteration
Onomatopoeia
Approaches to Feedback
How can we use feedback as an integral part
of classroom practice to:
• improve skills
• build confidence
• recognise success?
John Cooper Clark • To convey one’s mood
in seventeen syllables
is very diffic