Session 270: Feedback – to give is better than to receive

Thursday 17th September 2015 Hosted by @basnettj

This #UKEdChat was hosted by @basnettj with a session focused on Feedback

The questions asked:

  1. It has been said that feedback is the most important stimuli to learning. Do you agree? (8.01 pm)
  2. Do students gain more from giving feedback than receiving it? (8.11 pm)
  3. What factors make giving peer feedback useful and successful for both giver and receiver? (8.21 pm)
  4. In the peer feedback process does the level of student proficiency matter – how? (8.31 pm)
  5. What part does student self assessment play in feedback? (8.41 pm)
  6. What measures do put in place to help students give honest, critical but kind feedback? (8.51 pm)

Summary

This session on feedback was buzzing.  Loads of attendees sharing their thoughts and ideas in the true spirit of a #ukedchat.  Not everyone agreed that feedback is the most important stimuli to learning but, for most, feedback is right up there as an important part of children’s education.  As a number of tweeters pointed out, for feedback to be effective there are some guidelines and principles that need to be followed to ensure positive impact.  This opinion was echoed by many when considering whether students gain more in giving than receiving feedback.  The importance of modelling is key and idea that giving feedback encourages deeper understanding and access to higher order thinking skills came across loud and clear. 

There were some wonderful ideas about how to ensure that feedback is useful for all parties:  Highlighters, #rag123, redrafting, oral feedback, WAGOLLS, even using twitter – all these ideas and more got a mention, making it clear that tweachers understand the importance of scaffolding students when they give and receive feedback.

An interesting conversation ensued regarding the proficiency level of students involved in peer feedback – some tweets expressed concerned about student perception and the students’ fears of upsetting their peers.  Other tweets touched on the halo affect and that feeling of not being qualified to give feedback.  For some of us it was hard really to compare student’s experiences today to our own.  Certainly when I was at school we rarely gave peer feedback we simply marked each other’s tests and as we well know marking is not feedback!  It’s interesting to see how far we have come. Teaching students of all abilities how to give peer feedback is an excellent tool in the teacher’s toolbox. 

The session was not short of ideas and making the most of feedback in all its forms, be it self, peer, teacher to student, student to teacher and so on is considered a vital part of what we do in the classroom nowadays.  Teachers clearly have a good idea how to make it successful for all parties concerned. Sadly there was not time to discuss how technology now plays a part in the feedback process but this came through anyway with both @tellagami and @explainevrythng being used for feedback in classrooms.  As I said, a really full on, buzzing session.  We all gave and we all received!   

Tweet of the Week:

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@The_Montgomery took part in his first chat and saw the benefit of twitter chats.  In the same way that feedback can be an enlightening experience for many, this twitter chat was eye-opening for James.  It’s all about giving and receiving.


About the Host:

I am a Head of Modern Languages with some 20 years teaching experience.  I have always loved thinking about the teaching and learning process and this is still true for me even now.  The plethora of technological tools and social media has allowed the language classroom to go beyond the traditional four walls and it has opened up new doors for like-minded teachers to think about how we approach what we do.  Sharing and collaborating has never been easier (and I don’t just mean for the teachers).  I am currently writing up my MA research project on feedback so I could come to this chat with some insight. 

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