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| Description: | |||||||||
| As we increasingly emphasize the use of formative assessment and feedback, teachers experience the tension of feedback’s double duty: giving feedback for learning yet also for administrative accountability (justifying grades, for instance). Based on my doctoral research on feedback, I have developed a deep understanding of the nuances around students’ engagement with feedback (including why they might not respond to it). I have developed practical recommendations that consider teachers’ time and center relationships. In this workshop, we will challenge the fact that we often undermine the relational components of feedback by focusing on effectiveness and the instrumental aspect of feedback. We tend to see feedback as a tool or technique only, yet feedback is an encounter that engages people in a relationship. When we look at feedback as a dialogical experience, we open a world of plural emotions, perspectives, and meaning-making, which has the potential to propel students’ active engagement with feedback and its uptake. Given that feedback must first be received (both literally and emotionally) before students can respond to it, we will dive into the importance of creating the right climate and conditions around feedback which will optimize its uptake. We will use strategies and tools and explore embodied teaching practices that nurture relationships, and satisfy students’ need for belonging, including how to provide feedback to students who might have rejection sensitivity (e.g. neurodivergent students). We will examine different types of human feedback dialogues (inner feedback, peer feedback, teacher feedback) and feedback generated through interacting with material (e.g. rubrics, exemplars). We also uncover the invisibility of engagement by examining how power asymmetries can contribute to rejecting feedback. |
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| Outline: | |||||||||
Session 1 - The Feedback Encounter
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Session 2 - Healthy Feedback Cultures and Climates
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Session 3 - Feedback Tools
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Session 4 - Feedback Talk
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| Audience | |||||||||
| Upper Elementary and Secondary teachers. | |||||||||
| Sam Passeport | |||||||||
| Sam is an international Education Consultant (Founder of No Borders Learning) and Researcher in the area of Relational Pedagogies. She started her career as a French (PYP, MYP, DP Language Acquisition) teacher and then moved to Educational Leadership roles in International Schools and later in Higher Education. She co-authored a book, published many articles, and received several awards (2016 Emerging Leader, 2017 Outstanding Young Educator). She currently resides in the Netherlands and frequently consults for international schools around the world. Her doctoral research focused on undergraduate students' engagement with teacher feedback. | |||||||||
| DATES & TIMES: 2nd, 9th, 16th, 23rd April 2025 Each session is for 2 hours. London 8:00 am | Zurich 9:00 am | Dubai 11:00 am | India 12:30 pm | Hong Kong 3:00 pm Please click here to check your time for the workshop This workshop will be not recorded |
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