Overview:
In the classroom, seamlessly providing students with timely and effective feedback is an integral part of how we teach. We use our body language, our voices, and our proximity to our students to give in-the-moment acknowledgement and connection. We give and receive feedback from our students to inform how we can best meet their needs, to correct and clarify mistakes and misunderstandings. And we recognize that “feedback” means so much more than writing comments. But many of the strategies and tools we rely on in everyday teaching are less available to us in an online learning scenario. So, how do we shift the purpose and approaches of how we give feedback to make it meaningful and manageable during remote learning?

This 8 hour semi-synchronous course provides a balance of live instruction, discussion and collaboration, with asynchronous independent activities, informative content delivered through video and written resources, and reflection to guide you through addressing these questions and shifting your thinking and practice about what effective feedback means when we are using technology.
 
Guiding questions:
  • What new challenges and opportunities in giving effective feedback are presented by this new learning context?
  • How can we create a balance of quality vs quantity in the feedback we give and seek?
  • What can we learn from leading research about feedback that can be applied in our new context, to make comment writing meaningful and manageable?
  • What different purposes can feedback fulfil, and what forms can it take in online learning (the AC4 dimensions of feedback - Acknowledge, Correct, Comment, Clarify, and Connect)
  • How can I use a range of technology tools for each feedback dimension?
  • What does “timely” really mean when it comes to feedback? When should feedback be immediate, versus delayed, and how can we best facilitate that online?
  • What practices and ideas can I embed in my teaching immediately and in the medium-to-long term to develop my approach to using technology to facilitate feedback in the classroom and beyond?
 
Audience and resources:
Educators and leaders from Early Years through Higher Education who are teaching, coaching, or leading during remote learning

During the course we will use a range of classroom technology tools and platforms to model and simulate learning, and giving or receiving feedback during remote learning including:
  • Flipgrid
  • Google Classroom
  • Google Forms & Slides
  • Padlet
  • Mentimeter
  • Zoom
Course Outlines:
Pre-Course
  • Onboarding questionnaire (Google Forms)
  • Joining the Google Classroom
  • Introductions (Flipgrid)
  • Recording initial thoughts about feedback (Learning Journal, 3-2-1 Bridge)
  • Pre-course video - what to expect, what to do next, and how to get the most out of this course
Session 1
Key understandings:
  1. Feedback can and should take different forms for different purposes.
  2. The challenges we face in giving feedback online invites us to think differently about what feedback is, how it is shared, and why.
  • Analyzing our changing context and its impact on feedback
  • Introducing the AC4 Dimensions of Feedback
  • Identifying and clarifying the challenges with giving feedback online
  • Prioritizing key challenges to address now and for the future
Session 1 follow up:
  • Video introduction to Hattie and Timperley’s “The Power of Feedback”, the role of goal-setting in providing meaningful feedback, and the first two of their four feedback levels (self level and task level)
  • Independent learning journal reflection task and thinking routine
Session 2
Key understandings:
  1. Feedback works at the self and task levels to motivate, support, and guide day-to-day learning.
  2. We can apply our understanding of how feedback works at these levels to acknowledge and correct student work in purposeful and manageable ways.
  • Exploring systems, routines and tools for self level feedback to acknowledge and connect with students, and task level feedback to correct and support assigned tasks
  • Identifying context-specific challenges and opportunities with current practices at these levels
  • Considering the differing purposes and considerations for immediate vs delayed task-level feedback, and how to provide this manageably
Session 2 follow up:
  • Video introduction to the final two feedback levels (process level and self-regulation level), and their relationship to effective commenting
  • Hattie & Timperley short independent reading activity
Session 3
Key understandings:
  1. Comments are a form of feedback that are best suited to enhancing and supporting deeper learning.
  2. Well-constructed comments can promote deeper reflection and growth through feeding back and feeding forward.
  • Reflecting on and discussing the theory about feedback
  • Writing effective feedback comments for students
  • Frequency, method and purpose: how to make giving comments manageable for you
  • Establishing routines for students to engage with and act on comments
Session 3 follow up:
  • 3-2-1- Bridge - How have your thoughts about feedback changed?
  • Partner activity: applying theory to a student work example
  • Planning for future commenting
Session 4
Key understandings:
  1. Feedback is a two-way communication process through which we make connections and clarify learning.
  2. Feedback can be used by both students and teachers to provide, collect and organize information to effectively move learning beyond current understanding.
  • Using different media and tools to clarify tasks, and create mini-lessons to address group or class misunderstandings
  • Making connections (with and between students, with prior learning, with content) through polling, mind maps, word clouds and learning journals
Session 4 follow up:
  • Action planning - how could you apply AC4 and your learning about feedback theory in the short, medium and long term
  • Providing feedback for us! What support do you still need, what questions do you have, and what further resources would you like us to provide
 
Sarah Gilmore & Katierose Deos:
Sarah Gilmore and Katierose Deos are educators, education consultants and authors who work to support teachers and schools to embed and use technology holistically and sustainably in schools to achieve its true purpose in education: enhancing and supporting student learning. Based in the US and Germany respectively, Sarah and Katierose built on their experience of leading and developing their school’s approach to technology integration while collaborating as colleagues in an international IB PYP school, going on to found their professional development company - Intechgrate - and write their first book, ‘Integrating Technology: A School-Wide Framework to Enhance Learning’. Katierose and Sarah are passionate about concept- and inquiry-based education and work with teachers and leaders from around the world to support them in realizing a sustainable and purpose-based approach to integrating technology in the classroom and beyond.
 
DATE & TIMINGS: 4 FACE TO FACE SESSIONS FOR ONE AND HALF HOURS EACH

4th, 11th, 18th, 25th July
CEST 11:00 AM | AEST 7:00 PM | HKT 5:00 PM | DUBAI 1:00 PM

6th, 13th, 20th, 27th July
CEST 8:00 PM | PDT 11:00 AM | EDT 2:00 PM | DUBAI 10:00 PM
INVESTMENT
 
USD 300 Per Participant Closing Date 15th June 2020
Group Rate USD 250 Per Participant for a group of 3
INCLUDES: Certificate of Participation will be issued for 8 Professional Development Hours
Emails:
www.chaptersinternational.com
+91-9818362535