Re-imagining your programming processes Session 3

Making the links when planning What do we record? What do we assess? What do we want students to learn? This process is driven by the concept of backward mapping - we need to have a clear picture of what it is we want students to learn before we can start to think about how we might assess them. Without a clear picture of what it is we want students to learn ... it becomes very difficult to plan effective assessment activities. So let’s spend some time thinking about what students should be learning in Health and Physical Education.

Creating maximum learning effect – Visible learning Transparent learning goals Success criteria Quality feedback Focus on performance against a standard not performance against other students The more transparent the teacher makes the learning goals, then the more likely the student is to engage in the work needed to meet the goal. The more the student is aware of the criteria for success, then the more the student can see the specific actions that are needed to attain these criteria. The more there is feedback about progress from prior to desired outcomes the more positive attributes to learning are developed. Source: Hattie: Visible Learning, 2008 Routledge; ISBN 13: 9780415476188; ISBN 10: 0415476186

Feedback

Feedback is amongst the most powerful influences on learning outcomes John Hattie Many teachers claim that they give very regular feedback to their students, yet the truth that has been identified through research, is that most students get very little feedback each day. Research has also shown that some forms of feedback are far more powerful than others ... and some can even impede their success.

When should you give feedback? Feedback is powerful when it lets students know how they are doing while there is still time to adjust and perfect their efforts. If students don’t receive feedback in time to use it, the feedback will not help them improve their performance. immediate feedback helps students to understand the material and is more effective when the work is new or if students are struggling Delayed feedback helps students to transfer your advice to similar problems and tasks. It works best when students are more knowlegeable about the topic and proficient in the task at hand.

Types of feedback

Tailoring feedback

Reviewing current programming templates and processes SWOT analysis Reviewing current programming templates and processes

Considerations Learner variabilities Multiple means of: engagement representation action and expression Learning goals/intentions Criteria for success Opportunities to assess learning Opportunities for providing feedback