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.……Fast Feedback. www.belmontteach.wordpress.com @ BelmontTeach # TMMonkey. Techniques to use before you provide any feedback…. “Feedback should be more work for the recipient than the donor”. They self assess They find “faults and fix” They peer assess They provide critique - PowerPoint PPT PresentationTRANSCRIPT
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.……Fast Feedback
www.belmontteach.wordpress.com
@BelmontTeach
#TMMonkey
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Techniques to use before you provide any feedback…• They self assess• They find “faults and fix”• They peer assess• They provide critique• You return sub-standard work
“Feedback should be more work for the recipient than
the donor”
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X X ? X1 2 3 4 5 6 7
Feedback grid for a face-drawing task
Success criteria
1 Eyes halfway down face2 Distance between eyes roughly same
width as one eye3 …..etc.4 5 6 7
Simple success criteria grids…“pre-flight checklist”
http://art-references.tumblr.com/post/28189059514
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They ask question / for help
You give verbal feedback
They summarise your feedback
You stamp work
They complete the improvement
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…be sure to use the right stamper!
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Dot round
• Assign students independent work in class• Circulate and observe their work• If their work is wrong, put a dot on the
paper• Very subtle, not a permanent “wrong” mark• Just a reminder that something needs
checking• That’s ALL you do/say• The dot reminds students, subtly, to find
their own mistakes• Encourages self-reflection and self-
correction• “Who got a dot and found it?”
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Can you check this for me?
Mark a specific part only
Identified by student e.g. by highlighting
Content not process
Increased likelihood of response
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Feedback KeysCreate a generic marking key and give students a copy to stick in their books, e.g.
TV Too vague, needs to be more specific, expand on your ideas more.I like this. You’ve dealt with this part extremely well.
Tech You need to add more technical vocabulary and specific terminology.
SpaG Problem with spelling, punctuation, grammar.
CRUCIALLY: Students have to explain WHY they were given the code
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Using coloursPunctuation or grammarSomething positiveA specific target for next timeA question the student has to answerLook at the success criteria to see what you’ve missedSpelling
…can highlight work, draw boxes round, write feedback in…etc.
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Marking with iconsSkim / scan books
Decide key feedback points
Allocate an icon to each
Record only icon(s) in books
Share meanings in lesson
They write out
They complete improvements
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Marking with icons
M1 I need to draw the 3 letter shapes and mark the positions of the pairs of angles on each shapeM2 I need to add a numbered angle to each letter shape and describe how I would use it to work out the other angle in the pairM3 I need to add a description next to each diagram of how I could use one known angle to find another
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Traffic light feedback
Objective mastered
Tackled, not mastered
MisunderstoodConfused
Not got it yet
Display 3 questions on the board at the start of next lesson to “do now”
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plasters
A bit of fun / novelty value when you find yourself writing the same comments over and over againe.g.
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Better written feedback
Self assess using success
criteria
Peer assess using success
criteria
Refuse sub-standard
work
Verbal feedback
Find own faults + fix
Focus feedback on
key areas Use
feedback keys
Use iconsUse colours
Traffic lightsR/A/G
Identify key areas want
feedback on
Summarise any verbal
feedback
Redraft sub-standard work
Improve work following self assessment
Improve work following peer
assessment
Identify reasons for any
particular feedback
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.……Fast Feedback
www.belmontteach.wordpress.com
@BelmontTeach
#TMMonkey