UNIVERSIDAD TÉCNICA DE AMBATO

CARRERA DE IDIOMAS

LANGUAGE TEACHING STRATEGIES

ELEMENT 1

NAMES: ARCENTALES JONATHANMANOBANDA VIVIANARENJIFO MONICA

APPROACHES TO PROVIDING FEEDBACK

Quality of feedback is essential in assessment. (Stiggens & Duke (1988), McLaughlin & Pfeifer (1988), Kimball

(2002)).

THEORIES

Hattie & Timperley (2007) “The main purpose of feedback ‘is to reduce discrepancies

between current understandings and performance and a goal”

EFFECTIVE FEEDBACK: (‘Where am I going?’, ‘How am I going?’ and ‘Where to next?’) (task, process, self-regulation and self level.

In effective interventions feedback was related to evidence and clear goals about developing teacher pedagogical content knowledge and student achievement or conceptual understanding .

Evidence of impact of feedback to teachers on student learning

When feedback draws attention to the self, students try to avoid the risks involved in tackling a challenging assignment, they minimise effort, and they have a high risk of failure in order to minimise risk to self (Black & William, 1998)

Ideally, learning should move from the task to the processes necessary to learn the task and then continuing beyond to more challenging tasks and goals. This results in higher confidence and greater investment of effort.

MAI

N FE

ATUR

ES

The use of feedbackinformation from school performance measures can have positive effects onsubsequent school performance.

we are limited by:

The lack of both direct

evidence and strong theory Given the complexity of the kinds of

feedback that can be given to schools about their performance, the varying contexts of school performance , and the range of ways feedback can be provided.

Evidence of impact of feedback to teachers on student learning By Coe ( 2002)

Effective Feedback

Goal is to get student to

internalize the effective

feedback to use the suggested

strategies independently on future work.

Criteria-based phrases are used to describe the strengths and weaknesses of the learner’s

work.

Limits feedback to one or two

traits / aspect of quality at a time.

Students should have an

opportunity to “redo” their

work based on the effective

feedback

ENHANCING TEACHERS’

PROFESSIONAL LEARNING

TIMPERLEY (2008)

STRATEGIES

Must focus on and be measured against student outcomes; Encourage ‘self-regulation’ among teachers who need to

embrace the experience as independent learners and sustain the techniques;

Require some input from school leaders; Involve, ideally, collaboration with peers; Be a genuine challenge.

SUMMARY OF ADVICE FROM TIMPERLEY (2008)

To improve student outcomes.

To make significant changes to their practice.

If teachers are to change.

Expertise external to the group of participating teachers is necessary to challenge existing assumptions and develop the kinds of new knowledge and skills associated with positive outcomes for students’, and this expertise can come from within or outside the school.

For sustained improvement in student outcomes

One example of the importance of the school context in which professional learning takes place comes from a study by Kraft and Papay (2014).

One example of the importance of the school context in which professional learning takes place comes from a study by Kraft and Papay (2014). They provide a challenge to the now much quoted claim that teachers typically improve over their first 3-5 years and then plateau (e.g. Rockoff, 2004). Kraft and Papay found on average the same pattern: rapid improvement over the first three years, then much slower growth. However, they also found that teachers working in schools with ‘more supportive’ professional environments (assessed by teacher questionnaires) continued to improve significantly after three years, while teachers in the least supportive schools actually declined in their effectiveness.