Deep Education – Surface Education

Constructivism – students as active participants in their own learning who make sense of new experiences by making
connections with their existing understandings, ideas, experiences and knowledge.
Learning – as a social process
- Try to activate students’ prior knowledge (within and across different subjects to prior learning).
- Flipped classroom approach – short video lectures are viewed by students at home before the class session, while
in class time is devoted to exercises, projects and discussions.
Deeper learning – connections – mastery – thinking critically – solving complex problems – collaboration –
communicating – learning how to learn – developing academic mindsets – consolidation

Neuroscience

Brain- Cerebrum – Neocortex is a sheet of neural tissue that covers the Cerebrum and contains about 90% of the
brain’s neurons; is critical to memory. Attention, thought, language and consciousness; Cerebellum – balance and
motor control but also to cognitive functions like language, attention and regulating emotions like fear and pleasure;
Brainstem – connects the brain with the spinal cord and controls biological processes like breathing, digestion and
heart rate.
Divided into 4 regions – lobes across both hemispheres-
-frontal lobe (and prefrontal cortex) – decision making, processing and retaining short and long-term memories
-parietal lobe
-temporal lobe – speech, vision and long term memory. Declarative and episodic memory- includes the Hippocampus
and the Amygdala associated with forming and processing memory. Limbic System.

Hippocampus – critical to memory function specifically transferring information from short to long term memory.
Amygdala – processing and remembering emotional reactions ( both Cerebellum and Amygdala regulate emotion)
Dr. Normal Doidge’s bestseller – The Brain that Changes Itself

Corpus Callosum – connects the left and right hemispheres- the largest brain fibre.
Brain plasticity – the capacity of the brain to modify its connections or to reorganize itself throughout a person’s
lifetime.

Attention and Learning

Attention – selective = depending on mood as a potent modulator

Mindfulness training tasks can be very helpful for putting learners into that ready to learn state, allowing them to
encode information that they can retrieve it later on.
For retention. It is important to provide chunks of information during periods when the brain is in an upstate rather
than a down state.
The brain does not attend equally to all information and nor does the brain receive information passively. Rather, the
brain is trying to create an ongoing model of the world by predicting what is going to happen next.
EEG – electroencephalography – electric brain activity.
Hippocampus pops up whenever there is a mismatch – this surprise signal prediction error is fundamental in driving
learning as it indicates that your current model of the world is incorrect and needs updating.
This ability to make predictions and detect change in the environment is adaptative and crucial for the survival because
it allows us to rapidly respond to potential reqards or threats.
Dekker S Kee and N C Howard Jones – Neuromyths in education – Prevalence and predictors of misconceptions
among teachers.
Theoretical and Practical Insights on the Science of Learning – An Interview with Dr. Judy Willis

‘Who we are as educators is more important than what we know’

Eric Kandel – architecture and the brain – mind is synchronized with it yet slightly different.

Fear-based Learning – short term – in the long term it comes with consequences- as opposed to thriving learning
- It is linked with the survival brain – learning quickly in order to survive.
When we relax we learn very well – must activate the frontal part of the brain
Unless we feel safe, relaxed – we can engage in thriving learning. Students should share their experience and be able to
ask questions. – safety + fun effect

Cognitive load theory – learning experiences should account for the human brain’s cognitive capacity limits and
support the acquisition and application of knowledge and skills. Performance can be negatively affected by overload.
-intrinsic – the complexity of the task
-extraneous 0 the load imposed by the instructional format (reading and visual material)
-germane cognitive load – resulting from learning processes – self – explanations – mental imagery.

Must do – present information in an integrated way to avoid split – attention effect

- Using both visual and auditory parts of working memory, which increases learners’ load capacity
- Not requiring learners to coordinate several sources of information that contain the same material.
Cognitive load – the energy effect for us to learn something – content – pedagogy of the presentation – effort to
remember
 How do we build on prior knowledge?
What modality we use to present – multi-sensory : what we say, how we say, the enthusiasm that we share the
information and some engagement in various activities increase our load.
-Making notes – enhances learning

How do we facilitate connections?

Cognitive – Emotional – Behavioral
Safety – engage – connect
Multitasking – high cognitive load and more likely to be distracted and will find it difficult to focus their attention –
find the right balance.
Stress uses brains’ resources – impair task performance.
Puzzlement is the positive side of confusion – the constructive side.
Strategies to reduce cognitive load
- Divide the concept/activity into smaller parts – present the info both visually and auditory
- Mindful exercise before presenting the task – as being relaxed allows people to be more focused.
- Building on prior knowledge and low content – differentiation – as each student has different learning styles –
see/write/manipulate
- Fun activities
- Focus on one task at a time
- The teacher should be enthusiastic
- Allow for students to pre-learn prior to new or challenging lessons.
- Create a common thread between interdisciplinary subject matter
- Providing fun elements helps students cope better with cognitive load.
- Chunking information and providing time for reflection and note taking consolidates learning

Pass F Tuovinen J Tabbers H – Cognitive Load Measurement as a Means to Advance Cognitive Load Theory

Communication - supports deep learning

- Verbal
- Spatial
- Visual
- Kinesthetic
- Auditory
Short 3 minute fun activity followed by one more difficult, engaging one.
A Socratic approach to teaching involves stimulating dialogue around a topic by encouraging the learner to ask
thought provoking questions – why who how when where? The teachere creates contradictions by posing counter
examples rather than his or her own views. The teacher and student both engage actively in the dialogue, but the
teacher has an important guiding role as participants work towards an outcome or solution. *Ask questions,
challenge ideas, make suggestions, supportive environment*

IRE – Initiation Response Evaluation – the traditional way

Enquiry for Learning – enquiry and exploration of ideas – each ideas have value and even if the child is not right
they are encouraged to discuss. The teacher’s main job is to bring to the consciousness latent knowledge with which
we are born.
- Rules ( processes) – when to talk, learn to listen with your ears and full body, learn to respect others’ ideas,
passing the ball technique
- Substantial aspect – the idea that it is discussed
- Mindful of all the skills they are trying to develop

Inquiry – makes the student feel in control and explore their own way of thinking – therefore will invest more time in
it.
Using ‘I wonder’ changes a bit the direction a question might have.
Alexander, R. (2008). Essays on Pedagogy. London: Routledge.

Research has found that dialogic talk benefits students in a range of ways. For example, open-ended discussions are
beneficial for students' reading comprehension skills, supporting greater depth of understanding and recall (Nystrand,
2006). Discussion-based approaches increase both low and high-achieving students' capacity to engage with
challenging literacy tasks.
Feedback is informative as well as encouraging in an environment that invites open discussion.

Teachers are encouraged to use two types of discourse in classroom interactions. Authoritative discourse is used to
direct students’ learning to key points. This type of talk is often used when teachers engage in direct or explicit
teaching where they want to ensure students develop specific understandings about a topic.
In dialogical discourse, teachers discuss topics of interest together with students. Students and teachers present ideas,
consider alternative solutions, clarify concerns, and work to promote understandings. In so doing, they tend to engage
in sustained interactions as they build on each other’s ideas to develop lines of inquiry and thinking.
 In this type of situation, students need to harness the potential of all group members and this means listening to what
others have to say, contributing ideas, challenging others’ perspectives, and synthesising key points to arrive at an
agreed solution or outcome.
The teacher’s role is to act as a facilitator challenging and scaffolding students’ ideas to help them develop a clearer
understanding of the topic.

Linguistic tools – Accountable Talk and Exploratory Talk

Accountable Talk is a form of interaction that promotes reasoning and problem-solving. Research indicates that this approach
is beneficial for students when teachers know how to use this kind of talk effectively. Accountable Talk involves asking challenging
questions of learners, to which they must respond with detailed answers that other learners can challenge or accept. In Accountable
Talk, students "interrogate others' claims, justify their own positions, and rebut or reconcile contradictory positions until a resolution is
achieved" (Gillies, 2016, p. 55). Teachers support students to engage in these ways by drawing on a range of 'talk moves’.
Accountability – community, knowledge (accurate knowledge) and reasoning (evidence and arguments).

Revoicing – is actually repeating a students’ opinion when he was unclear…in different words and this way showing that you
want to understand the student. They have to establish and reinforce specific norms for productive talk. And what I mean by that is
they have to think about, how can I establish a culture in which students will feel safe doing this? If students are afraid that someone's
going to make fun of them or mock them, they're just not going to participate. You have to think through it ahead of time. What are
students going to say? What are they not going to understand? Where do you think it's going to help them to go?

In Exploratory talk, students are taught how to engage critically and constructively with others’ ideas. Students learn how to reason
and justify their ideas, while challenging others’ opinions and propositions as the group collaborates together on a particular problem.
Exploratory Talk helps students share their knowledge and reasoning with each other so understandings develop and progress is made
as the group seeks to reach a consensus decision. Reasoning is seen as a social process where students are gradually inducted into
different social practices and ways of using language to reason and problem-solve together. These practices include: Ensuring that all
relevant information is shared openly, Seeking to reach agreement on topics under discussion, Accepting responsibility for group
decisions, Articulating reasons for positions adopted, Accepting challenges from others, Discussing alternative propositions before
making a decision, Encouraging all group members to contribute to the disc ussion.

How to do it? And the best way we found is for a teacher to ask the students themselves what they think makes discussion productive
or unproductive. Get them to reflect on how they work in groups, and when it works well, and when it works badly. So once students'
awareness of how they use talk themselves has been raised, a teacher can work with them to construct a set of what we call ground
rules for how to work together in group. By ground rules, we really mean the sort of norms that apply to social behavior in the group.

So for example, everyone will contribute to the group discussion. We will give reasons for our views. We can challenge reasons,
though we'll do so in a respectful way. And we will try and reach agreement at the end of the discussion. Research shows that the
biggest influence on how students talk together in groups is how the teacher talks to them.

THINKING TOGETHER _ WEB – creating understanding – student-centered-learning

After years of teaching, I discovered that the best way is to write down the big question that we need to answer after every lesson. I
also had to explain to students how to reach the highest level of thinking to maximize their understanding of the topic. When they
were familiar with all terms, classroom productive talk helped them in pooling their knowledge and ideas to answer the big question.
If it was done individually, the outcomes and lesson objectives would not be achieved and their productive capacity would not be
expanded as expected.

Reflection – also helps us for deep learning – to refrain the ideas in different ways. Also, yarning circles, reflective journals, role play
and project-based teaching are good practices as well.

1. Report what happened. Why is this relevant to reflecting on learning? What observations can you make? What is your opinion on
what you observed? What questions does this raise for you?

2. Relate this to your own skills, experience and professional knowledge. Have you seen this before? Were there common conditions to
those you have encountered?

3. Reason to highlight the important factors and different perspectives in the clip. Make links to relevant theories and literature. What
significant factors underpin what you saw in the video? Why are these significant / important? What other perspectives are available?
What would a more or less experienced person think? Are there ethical issues? Are there different cultural perspectives? How does your
reasoning inform your understanding of Deep Learning?
 4. Reconstruct your future practice and professional understanding. How could I use similar strategies next time? How would a similar
approach be beneficial in my classroom? Why do I think this might work? What would happen if ...? Is there theoretical support for my ideas?

MOTIVATION

Emotional States – emotional competence, interest and curiosity, fun and challenge, affective and physical safety

Self in Context – extrinsic and intrinsic motivation, autonomy and self-determination, self-regulation, goal setting, attention regulation
and flow

Social Relationships – belonging and connectedness, student-student relationship, student-teacher relationship, broader community
relationship.

- A multitude of factors influence the learning including the memory, attention, information processing, decision-making, problem-
solving and social interaction.
- Motivation – students engagement – deep learning
- The best teachers tell you where to look but not what to see
- Interdisciplinary aspect –fun- feedback – competition – team-work- relevance (real world problems)

Engagement – what they are learning, who they are learning from and how they are learning it. Engagement can be behavioural –
concerned with attention, effort, persistence and participation. It can be cognitive, concerned with values and goals, or emotional,
concerned with belonging to a group or interpersonal relationships. Emotions drive our interests, motivation and engagement.

Motivation – intrinsic and extrinsic. True motivation involves intrinsically driven thoughts and emotions. Providing extrinsic rewards
actually reduces intrinsic motivation. For autonomous motivation to be present we need: we must have a level of competence,
connect with others and have a sense of autonomy in our goals. Teachers must provide opportunities for the children to become self-
determined and to enjoy a level of competence. Self-determination theory proposes three fundamental needs which must be met for
motivation to occur. The need for autonomy, the need for competence and the need for relatedness.

Autonomy-supportive teachers: empower students’ personal autonomy by empathizing with students’ perspectives; identify and
nurtures students’ needs, interests and preferences; provide achievable challenges; present interesting, relevant and enriching
activities. Students might be encouraged to set their own learning goals and choose the content or the process of some learning tasks.

Competence-supportive teachers should provide: clear, purposeful, specific and individualized feedback; clear instructions and
explanatory rationales, a level of structure and guidance and a range of learning activities that account for learner preferences and
skills.

Relatedness-supportive teachers: include collaborative activities, build positive rapport, value the progress of each student.

Fixed mindset – intelligence and ability is static and nothing can change. A growth mindset – supports intelligence and ability as
dynamic and changing. Students that attribute success and failure to internal controllable causes are more likely to feel satisfaction,
confidence and higher sense of self-esteem. – intrinsically motivated.

Crucial to ask students to share their preferences and favorite things. The advantage of getting to know our students as individuals is
to establish a deeper relationship to them. This in turn builds an area of belonging, trust and validation. It can be done by letting the
students show their class an area of interest, like in the form of a passion project or enigma project or to sit as a group and engage
with everyone as an individual. Apart from gaining more knowledge, the learner is getting self-confidence, affirmation, sense of
importance and sense of belonging. By engaging in what they like, they are motivated and deep learning can take place.

Self-regulation- independent and self-motivated process of acquiring knowledge and skills. Students learn best when they have the
ability to self-regulate. Frontal lobe- executive functioning system. Working memory – mental flexibility ( sustain or shift the
attention to different demands, set priorities, resist impulsive responses) –

 Sustained concentration and attention

 Set realistic goals
 Encourage students to be cognizant of their own behavior by observing and recording themselves for reflection
 Provide a range of instructions so that
 Model how to evaluate achievement and modify strategies and goals if necessary
 Should also provide frequent opportunities for students to practice self-regulating strategies and solve interpersonal problems
 Improve the students’ attentional readiness through techniques such as breathing and mindfulness.
 The link between motivation and attention – the brain’s attentional system is made up of three distinct neural networks. The first one is the
Alerting Network-the ability to sustain attention over a period of time to a given task. Alerting is the state of readiness to some form of sensory
input. (hands clapping or gestures to gain the children’s attention). Mental alertness is without a problem when the children are doing activities
that are intrinsically motivating. The Orienting Network – directs our attention and it functions to select information for attentional focus, while
blocking out irrelevant information. The Executive Control Network – regulates thinking and social behavior – helps us organize and plan our
work.

1. Strategies - help students understand that thoughts have a critical impact on their performance, feelings, learning and social behavior; reframe

unhelpful motivational states through: positive self-beliefs and looking for importance, value, interest in learning tasks; rather give children tasks

of medium effort than high effort in support of helpful thinking, persistence and best efforts. – prompt for attention and focused listening; be

aware of background noises and distractions; a settling of physical activity; prompting children to check their physical activity and brain energy;

provide instructions in both verbal and visual formats through images, graphs and charts, mind maps, visual schedules, step planners and visual

reference keys. – cooperative liaison between home and school: daily organizational systems may be shared with parents- organizing school bags

with specific pockets for lunch, permission slips and library book; organizing schoolwork with colour-coded books; or organizing desk and work

area. Step planners could be completed on a classroom whiteboard outlining all the steps involved in a task, reinforce verbal instructions and

reduce working memory demands *arrow or number to indicate each step.

Flow – is an experiential absorption in a task, a control of consciousness to the point that the sense of time is lost. The mark of the
autotelic (self- goal) personality is the ability to manage a rewarding balance between the play of challenge finding and the work of
skill building. One has to silence your own inner critic at the beginning so you can simply explore in an unhindered way with flow.
We need to identify a challenging task but there must be a balance between the challenge set and the perceived skill set of the
individual to meet that task. If the gap is too great, the learner will become anxious and if there is not sufficient challenge then the
learner will find the task boring. Therefore, deep learning is less situational and more attitudinal.

Deep Learning - Is the learning meaningful and relevant to personal goals? Is there safety in the learning environment? Is there the
necessary availability to resources to commit to the learning?(peer relationships – teacher student relationship and free fear of
failure?) It is also true that due to confusion and puzzlement we tend to learn more – more conceptual learning.

The student teacher relationship – ‘I’ve come to the frightening conclusion that I am the decisive element in the classroom. Its my
personal approach that creates the climate. Its my daily mood that makes the weather. I possess a tremendous power to make a
child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all
situations it is my response that decides whether a crisis can be escalated or de-escalated and a child humanized or dehumanized.’
The emotional connectivity – empathy, love, admiration and compassion. The Mindful Program for Teachers ; Create relaxed and
respectful classrooms; challenge thinking; encourage creative problem-solving. Activities that promote interest, challenge thinking
and provide opportunities for success for all students! Explicitly teaching social and emotional skills (managing emotions,
mindfulness, social problem solving, being a good communicator,naming emotions, understanding how emotions and brain work);
group goals ( we can check with the students and see if the presentation can be made more enjoyable); check in with students; smile;
be predictable; clearly communicate expectations; learned-centered expectations (where learning is separate then testing); encourage
self-regulation and provide student choice in authentic learning tasks.

Mindfulness program – identifying the sources of stress – how can I respond – to be able to put things into
boxes- this is home, this is work – I can deal with this.

Emotional states – show a video about someone and then ask the students how did it make them feel. (inspirational people). So the
more facilely the teacher will be able to imagine what the student is thinking about and processing – so that she or he can facilitate them moving
in a direction that’s going to help them come to the knowledge you need them to have- understanding what they know and what they don’t and
how they’re feeling. Same applies with the student in getting in the mind of the teacher in terms of what is the goal. Social learning – understand
one another’s minds and take each other’s perspective – are predicated upon the relationship between the individuals involved. When you are
more closely aligned with one another – that actually facilitates the process of learning.

For the children that have no intrinsic motivation for learning – we need to create the world in which they need it/ they need to learn
this, to create an emotion about this. The extrinsic rewards and punishments will make children need it in a superficial sense that they can’t
actually connect to it at a personal level. They will not remember the intrinsic interest of the material. Important is the connection between
emotions, the relationships and the structure of the classroom. Important is to be able to engage kids with problem solving that they actually care
about, that they own, that they feel that they are inventing for themselves. – to engage with disciplinary thinking at a very deep and focused level
– about an interesting, relevant, complex, dynamic problem that they really care about solving, so that they get in and are actually engaging with
really deeply understanding the nuances of some topic that interests them. And as they engage, knowing more and more, they begin to feel the
power of knowledge. They begin to experience what it’s ike to really understand something, and to be an expert in it, ,and to be able to share it
with other people, and to be the person who really knows how to predict what’s going to happen next or why things are the way they are. And as
 that happens, you are teaching people the feeling of being an educated person, and then they crave naturally more and more of that, and start to
work harder and harder to be able to get it, because it becomes satisfying intrinsically.

-what you want to accomplish by the end of the lesson – have time to get around to every single student and talk to them about their needs, and
what they want to finish.- make students feel welcomed, engaged and be able to express.- feedback about what the students want to learn or have
learned that class ( in groups).-talking stick

-everyone is allowed to have an opinion, positive feedback, making students feel safe enough as to say whatever they feel, not judge them
therefore building trust, making things relevant *relevant if you can draw on their past experiences- giving them options of activities that they
want to do.

-social synchrony – through emotional connection. We tend to imitate the people that we like and we like the people that imitate us.

Engaging Students - Student choice in activities; student ownership and agency; challenging collaborative activities; connect to local
community; demonstrate learning to others. What are their interests and hobbies? What special skills and knowledge do their families possess?
Have they travelled internationally? Are they involved in music or sports?

Culture – Interests- Hobbies – Family Background – Language – Community – Talents – friends – experiences. ( writing and sharing family
cultural memoirs – closer home- school relationships). Passion Project ( interests, prior experience and funds of knowledge to motivate them for
deep learning). Student voice, student choice and student agency are critical factors in motivating for developing deep engagement competencies.
The Walking Neighborhood Project

 Co-learning Space – work side by side – works better for a deeper learning. What about a career-day where students dress as what they would
want to be when they grow up. Perhaps, a student led investigation into their own cultural heritage or a personal hero to them (it almost doesn't
matter what subject this is done in) if taught well or co-taught effectively. Simply discussing students with colleagues can help understand them,
particularly if they behave better (or worse) in a different classroom environment and why that might be. Even simply having lunch with students
sometime might provide a window into a student's mind that you had not considered before. activity: in groups of 3-4: discuss and list 10 things
you have in common - share more widely to the class to identify commonalities allow students to construct their own learning goals and to
describe ways in which they want to demonstrate their own learning allow time in class for conversation, dialogue about what is going on in their
lives 'right now' - alleviates and shares any immediate barriers to learning.

 Different Learning Environments – Changes in air, temperature, sound, air quality and space can affect motivation for learning. Working in the
community space – unpredictable – leads to new thinking and new connections.

Teacher and students as co-learners through Process Drama – encourages the negotiation and re-negotiation of meaning through

experience and reflection. The focus is the process and as such there is no external audience for which drama is prepared. A process

drama is initiated by a stimulus or pretext which ignites learners’ imagination and suggests multiple possibilities and directions.

*book, poem, article, song, video or even a small section of these options * This often starts with a simple ‘I wonder’…Central to the

drama is a problem to be solved or a challenge undertaken. The end is not predetermined. The teacher is an active participant

alongside the students. Knowledge is co-created through making connections between prior knowledge and experiences and new

knowledge and unfamiliar situations. Teacher in role technique – actively engages in the role they devise and actively engages in

improvisation with student co-participants. Through process drama, teachers can facilitate engagement with any area of the

curriculum or an age appropriate social issue that concerns the class.

Cooperative Learning: key elements are positive interdependence (everyone coordinates their efforts so that everyone completes the task),

individual accountability (accepting personal responsibility for their contributions), interpersonal and small group skills (actively listening to each

other, stating ideas freely, accepting responsibility, providing constructive feedback, taking turns, sharing tasks, trying to understand the others;

perspective), promoting interaction (students encouraging and facilitating each other’s efforts); group processing (it allows members to discuss

how they are achieving their goals and maintaining effective working relationship). Students work better in groups that are no large than four

persons and are of mixed ability and gender. Assure the task will allow them to interact with each other to resolve the problem. Discuss

expectations for group behavior before students begin working together.

Project-based learning: five core attitudes displayed in episodes for deep learning – self-determination, openness to experience, risk-taking,
tolerance for ambiguity and group trust. Projects help students identify a real world problem in a hands-on project to identify a solution. The
process of inquiry over the final product. (students interests, prior experience and family funds of knowledge). In project based learning student
voice and student choice are critical elements in igniting intrinsic motivation, developing a sense of agency and placing the learners as the
captains of their ship. Focus on deep learning skills – critical thinking, collaboration, innovation, communication and creativity. Analysing,
syntesising, justifying, evaluating and creating. Manipulation of authentic objects – active learning – making observations and connections.
Multiple means of representation – of action and expression – means of engagement. Starts with a QUESTION – doing research, field study,
investigation over an extended period of time. They learn how to observe and ask questions, make connections and finally share their learning.
The five attitudes of creative people – openness (take your learning to a new space, a higher level), self-discipline ( practicing and keeping
focused), tolerance for ambiguity ( feeling comfortable with uncertainty and when we don t understand it...), risk-taking ( taking that leap of faith
you will learn new skills, have more experiences), group trust ( listen to each other, be there for each other and sustain one another).

Linking learner motivation to deep engagement

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Intrinsic and Extrinsic Motivation

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Attention regulation and flow

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 Effective Feedback in Deep Learning – Module 4

= the intricate relationship between current performance and information to improve future performance. Action – Effect – Feedback

Feedback is something that tells you if you are on the right track or not. Deep learning is connected ideas and reasoning that moves you to

something new. Where am I going?(the learning goals) How am I going? (how the current performance relates to the learning goals) Where to

next? (What activities need to be undertaken to make better progress).

Reducing the gap between where you are now and where you are going.

Important is to make sure that the students understand the feedback or what’s it all about. The purpose of the feedback is to help the student to

interpret.

1 Feedback about the task (giving the students about the content – maybe they need to do more, relearn, reteach)– 2 Process level (alternative ways

of solving the task) – 3 Self-Regulation ( you want the student to work it out on himself).

Using the red and green card – if the children did not understand they will pose the red card on their desks.!!!!

The heart and the mind cards – the heart will be for something they liked throughout the unit and the mind would be for something they would like

to explore more.

Effective formative feedback:

1. Helps clarify what good performance is (goals, criteria, expected standards);

2. Facilitates the development of self-assessment (reflection) in learning;

3. Delivers high quality information to students about their learning;

4. Encourages teacher and peer dialogue around learning;

5. Encourages positive motivational beliefs and self-esteem;

6. Provides opportunities to close the gap between current and desired performance;

7. Provides information to teachers that can be used to help shape teaching.

Effective formative feedback:

1. Is goal referenced

2. Is tangible and transparent

3. Provides actionable information

4. Is user friendly

5. Is delivered in a timely manner

6. Is ongoing

7. Is consistent - stable, accurate and trustworthy

We must focus on how feedback is received not on how it is given! The purpose, focus and timing of the feedback. Provide a grade, a
justification of a grade, praise, encouragement, identification of errors, guidelines. Directive (where they went wrong) or Facilitative (provide
guidance on how to improve). Feedback directed to the self- has been found to have negative impact upon learning - develops a mindset that sees
achievement as a fixed attribute rather than something to be worked on and improved. Delayed feedback may be beneficial for deep learning.

- Clarifying expectations and standards for the learner

- Scheduling ongoing, targeted feedback within the learning period
- Fostering practices to develop self-assessment
- Providing feed forward opportunities to close the feedback loop.

Goals are a powerful strategy for focusing the intention of learners on the feedback standard gap. (where they currently are and where they need
to be at the end of the task. The teachers must be specific!Examples) Students also value feedback that is matched to the assessment criteria *lays
the platform for the students to be able to monitor their own learning progress. Ongoing, targeted and specific feedback received within the
current learning period is more powerful than the feedback received after learning. Formative assessment provides learners with opportunities to
both receive and implement feedback with a view to improving their work. By comparing the learning intent and criteria for success with the
students current learning state, teachers can direct their attention to the gap between where the learner is currently situated and where they need to
be.

Clarification of expectations – the use of ongoing formative assessment – feedback that is aimed at developing self-regulation and the provision
of feed forward opportunities.

You need to be there helping them monitor where they are and where they need to be. Errors and mistakes are the essence of feedback. So the
most effective feedback is the one that is interpreted correctly, when there is appropriate ‘where to next’ information.

Feeding Up – To make the learning intent and success criteria explicit to students; to create a meta-language that will be used for feedback
throughout the teaching and learning episode; to lay the platform for self-regulated learning

Feeding Back – To inform students on their current learning state in relation to the learning intent and success criteria; to make clear to students if
they are or are not on the track to succeed; to inform students of their progress

Feeding Forward – To close the gap between where students are and where they need to be; to clarify what they need to do to succeed; to give an
opportunity to improve in time for learning.

Feedback from the student to the teacher – before the conclusion of the learning period if the improvement is to occur. The purpose of formative
assessment is to provide the teacher about student achievement in order to make decisions about the next steps of instruction.

Feedback for deep learning – help understand the relationships between ideas – how do you get from here to there? Surface level feedback is
more about content. If you can maximize the feedback about ‘where to next’ you are doing a great favor to your students/

Peer and Self feedback for deep learning – receive a more positive response from students. Gives students a sense of belonging and encourages a
sense of ownership in the process. Opportunities to problem solve and reflect, increases the sense of responsibility, promotes independent
learning and understanding of standards which they could transfer to their own work. Challenges – potential to resistance as it lacks the authority
of the teacher. Awareness of their own deficiencies, unsure of their own objectivity, influence of interpersonal factors such as friendship, belief of
teachers to provide feedback. Learners need to be coached using examples and models and should be involved in establishing their own
assessment criteria if possible. Everyone should engage in rich discussions about the process following the provision of the feedback. Timely,
specific and personalized feedback. Peer feedback reinforces the concept of dialogue, something that is shared, collegial and collaborative.

Questioning – is the best form of feedback.*a full draft of their assignments before they submit it to be graded – Write a question – to stimulate
the students’ thinking – to make the connections for themselves. Begin a unit with a big question and this will motivate the students about the
topic. When the students didn’t know something, the teacher refused to answer the question until the students had exhausted all the sources of
peer help available in the classroom.

Big Question – explain- justify – convince – seek feedback – challenge ( questioning and peer feedback altogether) Students thrive on challenge!

We need to worry about the nature of students questions. The questions they have about their work, about where they’re going to next, about
how they’re going or where they’re going. How we can get students to ask questions? Building trust between the students and the teacher and in
between each other. Self questioning, self-verbalization- talking and thinking aloud. Creating activities that allows the students to show what they
know and what they don’t. Giving the students the courage and the opportunity to query and ask questions. Feedback as ‘telling’ is not always
effective as it gives the impression that the teacher is the only one qualified to provide feedback.

Judgment thinking – observer, sensor, evaluator.

Comparing two situations will give the opportunity to the students to practice judgmental thinking. We’ve got to put students in the role of being
the observer or the sensor of what’s there, the evaluator of it, and then knowing what to do about it. Its like a detective looking for information to
use. Students are better at evaluating someone else’s work. To start to learn that they are in control. How good it is? Why? Why did you judge
like that? What advice would you give to make it even better? To be able to monitor the quality of what they are doing while they are doing it.

Being discerning, perceptive, seeing what’s there not what’s not there, responding to a phenomenon or object and then tuning your response to
what’s generally accepted as high quality is critically important.

Help learners to become intelligent deciders.

When confusion is productive? Confusion is like a red flag that tells you to stop and think about what you are doing. Then you have to ask
yourself what am I confused about? What it is that I don’t understand? Then – confusion is productive. For deep learning it is important for us to
have the skills to critically assess our own performance. Teachers therefore have to model metacognitive habits of mind and doing it in a way that
catches the messiness of thinking. This includes making mistakes. Mistakes could be a very important source of learning. The students who are
prepared to see errors are our most successful learners. At the surface level, the teacher must correct the student, however at the deep level,
confusion is a very healthy level.

Sharing criteria upfront – the teacher has the responsibility to let the student know what is expected from him/her. Even negotiate marking criteria
with learners. Assessment of the students is the best feedback for the teacher – know thy impact.

Where am I going How am I going Where to next? At the task level, the learner is concentrating on what content to learn, deciding on what prior
knowledge exists and where to go for more information. (the teacher is heavily involved at this surface level). At the process level, the learner is
making decisions about strategies and techniques to be used. At the self level, the teacher is minimally involved as the learner engages in self-
directed error detection and strategic thinking for deep learning.

1.Clarifying expectations and standards for the learner, 2. Scheduling ongoing targeted feedback within the learning period, 3. Fostering practices
to develop self-assessment, 4. Providing feed-forward opportunities to close the feedback loop.

Nicol, D.J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback
practice. Studies in Higher Education, 31(2), 1990218.doi:10.1080/0307570600572090.

Spiller, D. (2011). Assessment matters: Self-assessment and peer assessment. Teaching Development Department, University of Waikato, N.Z.

Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning perspective. Educational Research
Review, 9, 1-15.

van den Bergh, L., Ros, A., & Beijaard, D. (2013). Teacher feedback during active learning: Current practices in primary schools. British Journal
of Educational Psychology, 83, 341-362. doi:10.1111/j.2044-8279.2012.02073.x

Wiggins, G. (2012). Seven keys to effective feedback. Feedback for learning 70(1), 10-16.