Feedback for Learning – PowerPoint

Feedback and Learning - The PowerPoint used by Steve Higgins in his Webinar.

Research has a lot to tell us about what ‘works’ when it comes to raising achievement, but one of the most consistently successful strategies is effective feedback for learning. What, though, does effective feedback look like in the classroom?

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      string(375) "... provided with the resourceson our SMART Board. The beauty of this is that Ican then invite the students up to touch the correctanswer, providing instant feedback. Using interactivewhiteboard voting systems brings in a fun activitythat can also provide me with some important andinstant feedback on individual learning needs. Suchsystems can ..."
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      string(169) "DARREN POWNER looks back at the days of teaching science before the widespread use of technology and compares this with today’s science learning environment.
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      string(5376) "Because these are delivered in PowerPoint,I can easily edit the material and integrate my ownteaching materials. The resources are designed foruse on interactive whiteboards or computers, sothat children can drag and drop the correct textinto the assigned on-screen labels, thus involvingthem in a more visual and kinaesthetic activity.The challenge of motivationTaking a lesson on diffusion as an example,motivation is always a challenge for students. Todemonstrate that gases mix by diffusion, I canmix bromine and air. However, this does notreally show the students what is happening on amolecular level – something that high-qualitygraphics can show clearly.Using the software, the students can virtuallychange the concentration of molecules across theboundaries. As they manipulate the number ofmolecules in the model, they can actually observethe diffusion rate as the particles move from oneside to another.Over the years, the blackboard has gradually beenreplaced by the interactive whiteboard. Whenmultimedia ICT applications like these are used onan interactive board, their benefits are enhanced andmultiplied. The children can come up to the frontof the class and interact personally with the images.They can select examples of cells and associatedorgans where they occur, manipulate them andproduce their own informative worksheets, whichcan be printed out for personal use.When teaching the students about cells, we needto explore cell structure and look at the differencesbetween plant and animal cells. I remember bringingin a box of partially set jelly and adding plasticineballs and counters to represent the differentorganelles – hard work. How times have changed!Today we use an electronic microscopeconnected to our SMART Board interactivewhiteboard to look at real examples of plant cells,pollen or blood cells. Having taken a digital image,the students can then edit the image and addtext labels. The students can even have a print-out of their own work and take pride in theresults of their hands-on experiences.Producing worksheetsWorksheets were historically a common learningresource. I remember when multiple purple print30 WINTER2006duplicates of a master copy were generated on a‘Banda’ machine and handed out to the class.The introduction of the plain paper photocopierin the early 1980s had an enormous impact onthe production of worksheets. All I needed wasscissors and paste to synthesise all the items copiedtogether into an individually tailored worksheet.Nowadays, however, with the widespreadavailability of computers and image-grabbingdevices like scanners, cutting and pasting havebecome electronic activities.As well as handing worksheets out, I now displaythe electronic worksheets provided with the resourceson our SMART Board. The beauty of this is that Ican then invite the students up to touch the correctanswer, providing instant feedback. Using interactivewhiteboard voting systems brings in a fun activitythat can also provide me with some important andinstant feedback on individual learning needs. Suchsystems can be used with whole classes (a bit like theaudience vote in Who Wants to be a Millionaire?),allowing each individual to answer questions fromthe whiteboard simultaneously, instantly they findout if they were correct and get a percentage score atthe end of the activity. Brilliant! I believe learning issignificantly accelerated when the children are directlyinvolved like this and can see both the action andresulting reaction.Prior to the investment in ICT, a typical lessonon mining would involve looking at books, studyingphotographs of the miners and holding a classdiscussion on the effect of the decline in mining. Insome ways, the core lesson idea has not changed;however, what is notable today is the students’interaction and willingness to learn. Using theschool’s digital video camera, we film a debate. Oneside assumes the role of the villagers whose lives aresupported by the mining business. With mining asthe only business in the village, they have no otheropportunities to turn to. The other students assumethe role of the environmentalists who have proofof the damaging effect that mining is having onpeople’s health and the land.After the filming, the children download thevideo file to a computer, where they can edit itinto an impressive and balanced representation ofthe lesson. Not only have the students developedtheir understanding of mining, but they havedeveloped intelligent debating skills and boughtthis balanced view into video editing skills.The changes under way in the GCSEcurriculum are significant and embrace the needfor new ways of enthusing pupils to continue intheir study of science. ICT does not need to takeover and dictate teaching. Instead, if used well, ifoffers us the tools to enhance our skills and showthe world of science in a more approachable andinspiring light.● Darren Powner is a ScienceTeacher at Acklam GrangeSchool, Middlesbrough.Further information● Sunflower Learning makes high-qualitycurriculum-focused multimedia softwarefor secondary science. For more detailsvisit: www.sunflowerlearning.com● Boardworks resources provide completecurriculum coverage at KS3 and KS4,and a growing range of products at EarlyYears, Primary and KS5. For more detailsvisit: www.theboardworks.co.uk"
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Digital Learning

Science: THEN AND NOW

24 Jan 2007

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      string(384) "... their own magazines. Computer aided design (CAD)software can be demonstrated by technology and designstaff. Teachers of any subject can use screencasts to giveaudio-visual feedback on students’ written work. Thepotential applications are incredibly wide.The use of such visually stimulating learning materialsshould also aid in engaging pupils with subject ..."
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      string(5662) "assignment.This allows pupils to attend a lesson fully prepared withall the practical and theoretical knowledge they need. Italso means the lesson can focus on the application of thatknowledge. The teacher’s role shifts from that of a simpleinstructor to helping guide students’ creative and practicalapplication in a chosen area.There are numerous areas where this principle canbe applied, aside from this simple example. Mathematicsor business studies teachers can create short videos todemonstrate the creation of basic sum and accountingspreadsheets. English teachers can walk students thoughthe use of a publishing program so pupils can begin tocreate their own magazines. Computer aided design (CAD)software can be demonstrated by technology and designstaff. Teachers of any subject can use screencasts to giveaudio-visual feedback on students’ written work. Thepotential applications are incredibly wide.The use of such visually stimulating learning materialsshould also aid in engaging pupils with subject matterthat would usually be off-putting. Following a list ofinstructions on paper can seem tedious compared tosimply watching a video. Pupils are also able to identifyand address any issue they have easily with the teacher,with one-to-one instructions given during class time asrequired. This effectively creates a tailor-made lesson foreach student in a class.On-demand revision aidsCreating revision aids to augment revision lessons andhome study is another area lecture capture can be applied.We’ve already discussed how home recorded lessons canbe made available for pupils to review in their own time.These can be uploaded to a VLE on a weekly basis, or at theend of a term in the run-up to exams. The ideal solution isto make each online lesson available before the start of anactual revision lesson.This is especially helpful during exam revision wheresome topics may have been covered during the autumnterm but feature on an examination paper taken in thesummer months. Pupils revising for, say, a physics exam mayhave studied the life cycle of a star as early as September,and be required to answer questions on this topic in June.By reviewing that lesson at home during revision time, theyare able to attend a revision lesson with the content fresh intheir minds. The teacher can then spend the time answeringfollow-up questions or administering a practice exam paper.Furthermore, such revision aids can be further enhancedwith the use of bolt-on quizzes or questionnaires whichallow the teacher to understand which areas of a subjectpupils are confident with and where further instruction is stillrequired. By having each pupil complete such an assessmentbefore a lesson, the teacher can identify the individual needsof each pupil.As well as acting as revision aids,screencasts also have potentialapplications in distance learning.When uploaded to a VLE or otheronline resource, the videos canbe accessed from home. Thisenables any pupil who isunable to attend lessonsfor a prolonged period oftime – if they areunwell or injured,for example– to completetheir studies from35www.teachingtimes.com n Vol 2.2Leading LearningICT for Learninghome. Again, this can be especially helpful in the run-up toexaminations.Aside from assessing a pupil’s learning using built-in quizzes, teachers can also create screencasts whenmarking a pupil’s work. When faced with 30 or morehomework assignments, some teachers may find theirhastily scribbled notes can be difficult for pupils to read,and therefore understand where they may have made anerror. If coursework is submitted in electronic form, such asa Word document, teachers can create a video of the workbeing marked, with a voice commentary explaining to thepupil where they have done well and where improvement isrequired.This facilitates a much more complete experience, withteachers able to explain specific feedback, rather than apupil having to decipher and interpret red pen notes. Thereis also the option to replay the video, to ensure that allfeedback is absorbed.Case study 2Jonathan Boyle, deputy head teacher, Madeley AcademyFollowing a review and upgrade of Madeley Academy’s ICT system and previous success experienced through screencasting at anotherschool, Jonathan Boyle began to create a series of videos that would complement the school’s existing curriculum.The overriding aim was to create an ‘online curriculum’ to offer pupils downloadable lessons and resources to aid their studies. Theinitial intention was to create videos designed to cover ICT projects and software demonstrations.“The opportunity to engage children at the interface of the PC is a very powerful one,” comments Jonathan. “You can engage a childwith visually stimulating content as they learn about the software, carry out the project work and receive individual tutoring all in thesame place.”The online curriculum is now being extended to cover a wide range of subjects which, once completed, will form the basis of acomprehensive archive of learning aids.“Many teachers use PowerPoint as a tool in lessons and we’re encouraging staff to use Camtasia Studio to create ‘better thanPowerPoint’ videos. The aim is to provide an online curriculum for all students that can be accessed at school or home for courseworkand homework assignments respectively. This will encourage an independent approach to the pupil’s work, while still allowing thestructured approach of a teacher-led lesson.”Case study 1Dominic Tester, assistant head teacher, Costello CollegeDominic Tester sought a method of creating"
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Leadership

Lessons on demand

24 May 2010

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      string(390) "... mention herebut four significant ones are: learning is stimulated by‘challenges’, teachers and pupils decide on success criteria forthe challenges, there is significant debriefing and feedback, andteachers attempt to stress helpful learning dispositions. Inthese ways the CPS is similar to other work on criticalchallenges such as that of the Critical ..."
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      string(4429) "thinking skills strategy teachers and pupilsneed. I don’t think that is true.Alan Edmiston, Consultant in Cognitive AccelerationTeaching Thinking Skills Across theMiddle YearsEdited by Belle Wallace and RichardBentlyDavid Fulton PublishersISBN: 1-85346-767-7www.teachthinking.com59Teaching Thinking  Spring 2003Review: booksBook Reviews�This book describes the ‘Critical Skills Programme’ (CPS), anAmerican import that has been adapted for use in BritishSchools. The CPS is based on an ‘experiential cycle’. Theelements of the cycle are too numerous to mention herebut four significant ones are: learning is stimulated by‘challenges’, teachers and pupils decide on success criteria forthe challenges, there is significant debriefing and feedback, andteachers attempt to stress helpful learning dispositions. Inthese ways the CPS is similar to other work on criticalchallenges such as that of the Critical Thinking Cooperativebased at Simon Fraser University in Vancouver. The theorybehind CPS is pretty sound and the authors make a goodstab at categorising different kinds of challenges asacademic challenges, scenario challenges, and real lifechallenges (eg planning a class trip).  The authors rightlyhighlight the importance of clear criteria so that pupils knowexactly what they are working towards in order to achieve‘quality’.There is less clarity about the balance between challengesand other curriculum activities. There is a dilemma here.Either the terminology of academic challenges is appliedto the whole curriculum, in which case each challenge readsmuch like any other activity, or the challenge format is usedsparingly as part of a larger scheme of work. The authorsare not very informative about this. There is also littlediscussion of the background knowledge required ifstudents are to complete each challenge successfully. Forexample, if a one challenge is to make a portfolio ofphotographs to illustrate a brochure about ‘pupil stress’ atschool, when will pupils study photographic conventionsand techniques? The authors say teachers should guide or‘coach’ pupils throughout the challenge but the nature ofthe coaching is unclear and the challenges seem to assumeadequate background knowledge.In the end, the success of a programme like this willdepend on the quality and appropriateness of thechallenges. I felt that some of the examples offered weredisappointing. As a parent, I already question the frequenthomework and classwork assignment:  ‘make a poster about…’. It seems my children have been doing this at least once aweek for the last eight years. Yet the reports of academicchallenges in the this book included a poster challenge andthat popular variation: ‘make a PowerPoint presentation.’One of the success criteria for the poster challenge was: ‘yourposter should contain an illustration’. There was no adviceon what kind of illustration would be appropriate. This wasodd, given the rightful emphasis on ‘quality products’ andcriteria to ensure quality in the theoretical part of the book.This illustrates one of the problems about building acritical thinking programme around a flow chart (theexperiential cycle) – you can fulfil all the requirements ofthe cycle but still end up with something fairly uninspiring.To be fair, the CPS is linked to a professional developmentcourse and I’m sure that it emphasises quality of discussion,teacher coaching and debriefing. These things really domake a difference to the value of any lesson.One further criticism (and maybe this is just me) is of thegeneral tone of evangelical conversion to the path ofenlightenment coupled with the phrases like ‘full-valuecontracts’ that would seem more at home in the quality-assurance department of a multi-national company. At thesame time, one cannot ignore the rave reviews that teachersgave to their training in ‘the programme’.All in all, this is an interesting book with sound theorybut disappointing explanation and development.Nevertheless, with thoughtful application CPS couldcontribute to making teaching and learning moreinteresting and effective.Steve Williams, Editor, Teaching ThinkingTransforming Teaching and LearningDeveloping ‘Critical Skills’ for living andworking in the 21st centuryColin Weatherley with Bruce Bonney, JohnKeer & Jo MorrisonNetwork Education PressISBN 1-85539-080-9"
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Creative Teaching & Learning

Books Reviews

24 Feb 2011

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      string(412) "... whichcuts across all our different learningmodes.Knowledge – learning facts, figuresand procedures and being able toput them to use – can be addressedin many different ways – includinge-learning.  Despite over a quarterof  century of  a PowerPoint, we allhave to come to the uncomfortablerealisation that endless presentationsdo not help people acquire newknowledge.  But ..."
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      string(5741) "assertion about learningand socialising.The first is that we often needchange validated by others.The idea of  learning as a routeto enabling people to “do thingsdifferently and do different things”implies a process of  change whichmay be individual or it may beorganisational/cultural.  The socialside of  the change process is aboutfeeling that the ideas are acceptedby others and that the changeactivities are validated through thatacceptance.  One of  the downsidesof  this is that trainers are in the roleof  ‘sales people’ for the information/behaviour change they advocate.Frankly, some trainers don’t feel thatcomfortable with this directive orpersuasive approach, preferring asofter facilitation approach.  Where achange is not welcomed, sometimesthis facilitative approach doesn’t havethe tools and techniques to changehearts and minds.In essence the social side oflearning can undermine the change http://www.teachingtimes.comTechnology Featurerequired if  the general opinionexpressed by the group is “this willnever work” or similar.  Part of  thesocialising of  learning is to gaingroup acceptance for the relevance,importance or simple workability ofthe changes proposed.  The socialprocess relies – to an extent – onwhat’s in it for meThe second idea is best capturedby a quote from Brent Wilson.  Hesaid: A constructivist learningenvironment is, “a place wherelearners may work together andsupport each other as they use avariety of  tools and informationresources in their guided pursuit oflearning goals and problem-solvingactivities.”This seems to me to create theidea that the group learn formallyfrom the exercises and the inputof  experts and informally from theideas and experiences expressed byother learners.  It may seem counter-intuitive, but whilst I am interestedin role models and delegates on thecourse providing a positive quasi-expert input on certain subjects, Ioften think that learning happensequally where one or more learnersreject the approach taken by another,especially where the set up of  theexercise or event requires themto argue the case and justify theiropinions.Modes of deliveryThe third compelling reason forthe face to face experience is thepracticing skills in a safe environmentwith feedback.We can break down most learningobjectives into three areas:  Attitude,Knowledge and Skills.  It seems tome that attitude – changing people’sreceptiveness to learn and theirwillingness to act differently after theirlearning process – needs a constantfocus.  This is the one area whichcuts across all our different learningmodes.Knowledge – learning facts, figuresand procedures and being able toput them to use – can be addressedin many different ways – includinge-learning.  Despite over a quarterof  century of  a PowerPoint, we allhave to come to the uncomfortablerealisation that endless presentationsdo not help people acquire newknowledge.  But is e-Learning anybetter?  Yes if  you can get peopleto use it, where there is a failure toaddress the motivation to learn, the e-learning programme may be the bestever designed, but how would anyoneknow unless they are required andmotivated to click on the icon?Once the knowledge has beenacquired (and possibly tested ifyou require everyone to be ata similar standard) then youmay wish to move on to skills– starting with practice sessionsin a workshop or classroomenvironment and movingon to guided and supervisedpractice as competence is slowlydeveloped in the workplace.In my model a blend maylook like this:In this example, theprogramme’s launch is designedto gain interest and to tackleimmediate motivation.  Usingleaders, facts about thedesirability of  change and potentialreward strategies, learners understandthe process and its importance.The e-learning is integral –learners must complete the e-learningbefore attending the workshops,where through a series of  role playsor practice activities the learners gainconfidence.  The work-based practicemay involve projects or activities,supported by local facilitators orcoaches, who may be line managers orspecially deployed trainers.http://www.teachingtimes.comTechnology FeatureThe e-learningelementI hope it goes withoutsaying that the e-learning element needsto constantly reinforcethe motivation to learn.Its focus should be oncreating an interactive,engaging and memorablepresentation of  newmaterial.  Preferably alearner’s route throughthe programme will bepersonalised, recognisingknowledge they alreadyhave and supplementing itwith highly relevant examples.There are two other featuresof  e-learning which help cementthe melange of  ingredients in ourblend.  The first is the ability to trackcompletion.  The ability of  e-learningprogrammes to deliver a report onlearner progress and completion– either via a learning managementsystem or independently – is hugelyuseful in achieving our ‘level playingfield’ of  learner understanding.The tracking system can alsoassist with the engagement of  linemanagers.  With one of  our clients,following up on tracking reports  isnot with the learners direct, but withtheir line managers – calling them toaccount for encouraging and enablingthe learning to happen.  My first everonline programme used this facilityto great effect.  Learners who hadn’tcompleted the e-learning successfully,didn’t gain access to the workshopwhich followed it!This also benefitsdelegates andtrainers by ensuringthat the trainer canfeel comfortabledispensing withthose components ofthe workshop whichare covered in thee-learning.As well asfreeing up the"
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Digital Learning

E-Learning Update October Issue

14 Oct 2010