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INSET Constructive Feedbacking

INSET Constructive Feedbacking

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Bea DeLuis de Tomas
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9 views40 pages

INSET Constructive Feedbacking

INSET Constructive Feedbacking

Uploaded by

Bea DeLuis de Tomas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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SESSION 5

CONSTRUCTIVE
FEEDBACKING TO IMPROVE
LEARNERS PERFORMANCE
RIZZA L. LAGOS,
MED
Teacher I
165 MINUTES
Assessment Data in Crafting
Innovation Projects

Rizza L. Lagos,
MED
Teacher I
RIZZA L. LAGOS,
Teacher I
MED
At the end of the session, the
participants will be able to:
 Define and explain the
SESSION concept of constructive
feedback.
OBJECTIVE Demonstrate the ability to
S provide specific, timely and
actionable feedbacking that
improves learning outcomes
At the end of the session, the
participants will be able to:
 Improve learners performance
using constructive feedback
SESSION  Develop a feedback plan to
OBJECTIVE address kearners weaknesses.
S
RESOURCES
1
General Shaping Paper
2
PPST Resource Package
3
Matatag Curriculum
__ __ __ __ __ __ __ __
__ __ __ __ __ __ __
__ __ __ __ __ __
__ __ __ __ __ __ __ __
CONSTRUCTIVE
FEEDBACKING
5.3.2 Use strategies for providing timely, accurate and
constructive feedback to improve learner performance.
WHA is
T meant by
constructiv
e feedback?
Hattie and Clarke (2019) define feedback as
the information about a learning task that
helps students understand what is aimed to
be understood versus what is being
understood.
For the purposes of this discussion, a good
definition of constructive feedback is any
feedback that the giver provides with the
intention of producing a positive result. This
is typically accomplished by including clear
learning goals and success criteria within
the feedback, motivating students towards
completing the task.
KEY CONCEPTS IN PROVIDING FEEDBACK
KEY CONCEPTS IN PROVIDING FEEDBACK
TYPES OF FEEDBACK STRATEGIES
1.ORAL FEEDBACK STRATEGIES
ILLUSTRATION

Teacher Melanie, a Grade 1 teacher, is


teaching the competency F1PU-II a-1.11: c
1.2; 1.2a
Nakasusulat nang may tamang laki at layo
sa isa’t isa ang mga letra, Nakasusulat ng
malalaki at maliliit na letra to her class.
While facilitating the boardwork for her
pupils, she notices that a pupil is finding it
hard to do the task. With this, she
immediately gives oral feedback.
ILLUSTRATION
Teacher Melanie, a grade 1 Teacher,
allows Mark, a Grade I learner to write
the letter M after giving him an oral
feedback. Specifically, she points out
the better way of writing letter M on
the board. In order for the learner to
see the better way of writing it,
Teacher Melanie demonstrates how it
is done.
For oral feedback to succeed, whether
addressed individually or in whole-class,
the teacher should:
1. Identify the learning gap immediately.
2. Provide clear and simple oral feedback.
3. Scaffold for learners’ better
understanding.
4. Reinforce by positively responding to
the learners’ attempt whether successful or
not.
2. WRITTEN FEEDBACK STRATEGIES
ILLUSTRATION
Teacher Bryan, gives feedback to his
Grade 4 class’ artworks after he asks them
to paint the sketched landscape using
colors appropriate to their cultural
community (A4EL-IIf). Using the rubrics
as the evaluative tool, he writes specific
comments for each artwork based on the
set criteria.
Effective written feedback provides
students with a record of what they
are doing well, what needs
improvement and suggested next
steps. Students and teacher might
use a log to monitor whether and
how well the student has acted on
the feedback.
HOW TO DO IT
1. Provide a written feedback that is
understandable and actionable for the learner.
2. Include where the student has met the learning
intentions and/or success criteria.
3. Tell where the learner still needs to improve.
4. Encourage the learner to think through the
answer for themselves
This practice highlights the use of written
feedback after a task. Effective written
feedback provides students with a record of
what they are doing well, what needs
improvement and suggested next steps.
Students and teacher might use a log to
monitor whether and how well the student has
acted on the feedback.
QUESTIONS?
Activity 1
PRESENTATION
Every Group
Activity 2
Read and study the teaching episode in Teacher Carol’s classroom. Then, try to discuss
your feedback plan/strategy to be used with your group and write it in the manila paper.
Teacher Carol, a Senior High School teacher facilitates the lesson on writing a short
poem applying the various elements, techniques, and literary devices
(HUMSS_CW/MP11/12c-f10). She presents varied poems as models and discusses
their structure. For the independent writing activity, she asks her class to write their
own poem. She also presents the rubrics which will be used to evaluate the poems. In
evaluating their outputs, she writes comments such as: “This can still be improved,”
“The message is vague,” “Please use literary devices.” She then asks the class to
revise their poems and pass them the next day. When checking the students’ outputs,
she is a bit disappointed because majority failed to write good poems despite her
comments.
WRAP UP
THANK YOU

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