Бүгінгі күні біздің қоғамға проблемаларды шеше алатын, шешім қабылдайтын
Pupils may not have the time needed to reflect on the feedback and respond
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методы обучения Дадли
Лессон Стади
- Бұл бет үшін навигация:
- Feedback may not be immediately understood.
- Time for individual feedback is limited.
- Oral feedback for different purposes
| Pupils may not have the time needed to reflect on the feedback and respond
to it. – Not all responses will require reflection or adjustment; some simply confirm, acknowledge or encourage. – Provide more time by echoing the point, e.g. So what you’re saying is … – Build in time for pupils to amend work. – Build in regular structured review points. • Feedback may not be immediately understood. – Use pupils or their work to exemplify your comments. – If you are unsure check later. • Individuals can dominate question and answer sessions and extended oral feedback slows down learning for others in the class. – ‘No hands up’ questioning is an excellent way of ensuring time for reflection, involving all pupils in thinking and enabling teachers to target and support individuals. 90 – If instant oral feedback reveals the need for more extended interaction with an individual, which will not be of benefit to the class, make time later, such as during independent work. – Offer more extended feedback in small groups. – Feed back to the whole class when it is relevant, using methods other than questioning, e.g. demonstration, or check pupils’ understanding by silent methods, e.g. whiteboards or ‘show me’ activities. • Time for individual feedback is limited. – Try to offer collective feedback to the class where there are shared learning tasks. – Utilise small group or guided work on a regular basis to offer feedback to pupils with similar needs. – Establish understanding that periodic reviews or coaching sessions will be available to all pupils on a rotation basis. Oral feedback for different purposes Feedback for different purposes Examples of oral prompts Correcting Good try, but that’s not an error correct, actually it’s … Providing Yes, what you’re talking information about is called … Appraising praising That would make sense, praising good thinking … Has anyone else tried this or something similar? Challenging Try that again. This time include/vary … Seeking What do you mean when clarification you say it needs more detail? Encouraging How might you take that exploration, argument even further? elaboration or development Which would be the best way to …? Redirecting That’s a detailed learning or illustration. Now move on activity to the explanation as it is also important. Focusing or orienting learning All this is important but it’s really your use of… That will really improve your work. Confirmation moving learning on Yes, that’s right, and now you can … Crystallising next steps So spend a few minutes deciding on two changes you will make to your … Distilling and summarising learning Let’s think about what we’ve learned so far. Firstly, we’ve found out … Encouraging pupils to reflect Let’s just think about what we’ve discussed – is there anything else you might do? Focusing on learning strategies Excellent, now how exactly did you manage approaches and to improve on …? |