Lecture 11 Flashcards
Specific purposes of feedback (2)
Behaviour - designed to improve good behaviour
Cognition - designed to identify students weaknesses and enhance them
What types of rewards work well for behaviour
External rewards such as stickers
Do’s of reinforcement
Do praise for efforts and strategies (process praise)
Be specific
Use praise to link the outcomes to students efforts
Comment on which strategies were helpful and which were not
Ask student to explain work to you
Don’ts of reinforcement
Don’t offer praise for trivial or weak efforts
Don’t inflate praise for those who have low self esteem
Don’t let student feel ashamed of learning disability
Don’t praise intelligence
Don’t comfort student by saying not everyone can be good at everything
Fixed mindset
Intelligence is unchangeable
Can lead to worry whether they have high or low intelligence and result in academic withdrawal
Growth mindset
Intelligence can be increased through own efforts and guidance from the teacher
Leads to increased effort and desire to seek challenges
What is the feedback sandwich
Start with something positive
Deliver difficult to hear feedback
End on a positive note, moving forward plan
Factors to consider when giving feedback (8)
Specificity Complexity and length Timing Scaffolding Learner level Response certitude Goal orientation Normative feedback
What is the theory of failure driven learning
Failed expectations triggers tweaking which equals improved learning
What is the necessity of learning errors
Learners must be aware of errors to learn
Learners need to explain the error
When do mastery goals occur
If learning context is deemed safe
When do performance goals take place
If learning context feels unsafe
What types of tasks is delayed feedback good for
Difficult tasks
What type of tasks is immediate feedback good for
Easy tasks
What is verification feedback
Judgment whether answer is correct
Use of highlighting or check marks
