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, Sarah Gilmore and Katierose Deos, authors 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 or blended 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.