LESSON 5: ART APPRECIATION (1ST SEMESTER).ppt
- 1. Chapter V: STRATEGIES OF FEEDBACKING
- 2. 1. ORAL FEEDBACK It is given during a lesson, it is less formal, but it can be a very powerful and effective tool because it can be provided easily in a timely manner during teaching and learning.
- 3. 1. ORAL FEEDBACK For Example: (Scenario) During a classroom discussion, a teacher provides feedback to a student by giving praise for their contribution and suggesting ways for improvement. For Example: (Comment) “That was a great point you made about the main character’s motivation. Can you also think of other possible reasons for their actions?”
- 4. 2. WRITTEN FEEDBACK It is given after the completion of a task. Effective written feedback provides students with a record of what they are doing well, what needs improvement and suggested next steps. Effective written feedback must also be timely, written in a way that the student understands, and actionable so that the student can make revisions. Written feedback should include information about where the student has met the learning intentions and/or success criteria and where improvement is still needed.
- 5. 2. WRITTEN FEEDBACK For Example: (Scenario) After grading a set of essays, a teacher provides written feedback to each student on their strengths and areas for improvement. For Example: (Comment) “Your essay shows a clear understanding of the topic, but could benefit from more specific examples to support your arguments.”
- 6. 3. FORMAL FEEDBACK It is planned and incorporated in the process in a systematic manner.
- 7. 4. INFORMAL FEEDBACK Occur at any time, it is spontaneously in the moment or during the action.
- 8. 5. EVALUATIVE FEEDBACK It is giving a value of judgment in the form of grades or brief general comments, such as “well done”, provides some information about learning but does not provide students with the information and guidance they need to improve. It does not give students information about the specific elements (knowledge, skills) on which they excel. In a nutshell, this type of feedback summarizes achievement and assigns a label.
- 9. 5. EVALUATIVE FEEDBACK For Example: (Scenario) During a science experiment, a teacher provides evaluative feedback to a student by assessing the accuracy of their measurements and calculations. For Example: (Comment) “Your results seem to be slightly off. Can you double-check your measurements and calculations to make sure everything is accurate?”
- 10. 6. DESCRIPTIVE FEEDBACK This provides direction for improvement. Descriptive feedback provides students with specific, detailed information about how to improve their learning. As a result, descriptive feedback is linked to the expected learning, addresses faulty interpretations and lack of understanding, and provides students with visible and manageable “next steps”. These “next steps” are based on an assessment of the work at hand as well as an image of what “good work looks like” so that they can begin to take on the responsibility of self-assessing and self-correcting.
- 11. 6. DESCRIPTIVE FEEDBACK For Example: (Scenario) During a writing workshop, a teacher provides descriptive feedback to a student by pointing out specific elements of their writing that are effective and suggesting ways to improve. For Example: (Comment) “Your use of imagery in this paragraph is powerful and really adds to the overall impact of the piece. To make it even stronger, consider using more varied sentence structures.”
- 12. EXERCISE TIME: Descriptive or Evaluative 1. You made some errors on your graph. Go back and check the names of your title, x-axis, and y-axis. 2. Your grades on this midterm assessment were much higher than last year’s class. 3. You made some simple mistakes on your timeline. Make sure that your time intervals are all the same length.
- 13. ANSWERS: 1. Descriptive: -Provides specific information in the form of written comments or conversations. Helps the learner understand what he or she needs to do to improve. Your grades on this midterm assessment were much higher than last year’s class. 2. Evaluative: -Tells learners how they compare to others. 3. Descriptive: -Provides specific information in the form of written comments or conversations. Helps the learner understand what he or she needs to do to improve.
- 14. 7. SELF-FEEDBACK This must be explicitly taught to students in order for them to be able to apply it to their own work. It is the ultimate goal of feedback for learning.
- 15. 7. SELF-FEEDBACK Self-feedback occurs when learners assess their own performance. With practice, they learn to: 1. Objectively reflect on and critically evaluate their own progress and skill development 2. Identify gaps in their understanding and capabilities 3. Discern how to improve their performance 4. Learn independently and think critically
- 16. 8. PEER FEEDBACK This occurs when students offer advice and suggestions about each other's work.
- 17. 8. PEER FEEDBACK Peer Feedback Best Practices 1. Specificity 2. Constructive tone 3. Examples and evidence 4. Timely delivery 5. Open dialogue
- 18. Thank You!