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 12 hour online course, Katierose Deos and Sarah Gilmore, author of ‘Integrating Technology: A School-Wide Framework to Enhance Learning’, use a flipped classroom model to provide a balance of informative reading and video materials, asynchronous tasks, reflection and personalised support that prepare you for four weekly live, collaborative group video sessions 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 AC3 dimensions of feedback - Acknowledge, Correct, 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, hybrid, blended and in-person learning. We also welcome educators and leaders who wish to develop their understanding of and approaches to feedback in general.

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

Because this course employs a “flipped classroom” teaching model, participants will access reading and video resources and engage in independent activities in the week preceding live sessions. During live sessions, collaborative activities and group discussions will be used to explore the independently accessed content more deeply.

As such, the course begins one week before the first live video session to allow participants to engage with introductory materials and asynchronous tasks before going deeper with the course instructors and fellow participants. Participants will receive instructions to join the course digital classroom following completion of registration and should please do so by the course start date to allow sufficient time to engage meaningfully with these resources.
Session Outlines:
Session 0.5 (Pre-Course)
Key understandings:
  1. Feedback can and should take different forms for different purposes
  2. Effective feedback is communicated using a variety of purpose-based approaches
Session 1
Key understandings:
  1. The challenges we face in giving feedback online invite us to adapt our approaches to fit our new context
  2. We can apply our understanding of self-level feedback to acknowledge student work more manageably
Session 1.5
Key Understanding:
  1. Feedback at the Task and Process levels can be used to correct student work and guide the learning process in purposeful ways.
Session 2
Key understandings:
  1. We can use Task level feedback to Correct student mistakes in purposeful, manageable and timely ways..
  2. We can use Process level feedback to Clarify student misunderstandings through mini-lessons
Session 2.5
Key Understanding:
  1. Feedback at the Self-Regulation level is designed to help students learn to self-assess and take control of their own learning
Session 3
Key understandings:
  1. Comments are one approach to communicating feedback that is best suited to enhancing and supporting deeper learning
  2. Well-constructed comments can promote deeper reflection and growth through feeding back and feeding forward
Session 3.5
Key Understanding:
  1. We can apply our learning about feedback levels and questions to construct effective feedback comments
  2. We can make purpose-based plans for future commenting routines and approaches
Session 4
Key understandings:
  1. Feedback is a two-way communication process through which we make connections, clarify learning, and plan for future learning.
  2. We can apply our new understandings about the feedback dimensions and modes of delivery to plan for more manageable, meaningful feedback
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.

Each Session is for 2 Hours.
6th, 13th, 20th, 27th February 2021
London 10:00 am | Berlin 11:00 am | Dubai 2:00 pm | India 3:30 pm | Hong Kong 6:00 pm
USD 350 Per Participant
Group Rate USD 300 Per Participant for a group of 3
INCLUDES: Certificate of Participation will be issued for 12 Professional Development Hours
Upcoming Workshops
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27th February, 6th, 13th, 20th, 27th March 2021
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