Hello everybody! On this blog, I'm going to share some notes and resources from today's presentation. You can also find other resources listed in the "Discussion" and "Documents" sections of this community group.
Feedback can be defined as “information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding” (Hattie & Timperley, 2007, p. 81).
Feedback is crucial to improving student learning, can positively impact student achievement, and can enhance motivation for learning (Shute, 2008).
Levels of feedback include (1) Self / Personal, (2) Task, (3) Process, and (4) Self Regulation.
Levels of feedback most commonly observed in classrooms are task and self(Hattie & Timperley, 2007).
Online discussions can be a powerful communication tool in education (Coffin et al., 2005).
Theories & Perspectivesmultimodal perspective - “meaning is made in ways that are increasingly multimodal-in which written-linguistic modes of meaning are part and parcel of visual, audio, and spatialpatterns of meaning" (Cope & Kalantzis, 2000, p. 5).cognitive apprenticeship approach (CAM) – students do not usually have access to cognitive problem solving processes of instructors. Learning environment has to be changed "to make internal thought processes externally visible" (Collins, 2006, p. 48). According to the CAM, there are four dimensions that constitute any learning environment. These dimensions include content, method, sequencing, and sociology (Collins, 2006).Websites Shared Today
Please be sure to check out the other resources that are posted in this group!
Some Questions for Today
(1) What is the role of modeling, coaching, and scaffolding during writing instruction? Why might teachers choose to use tools such as screencasts, videos and audio recordings during writing instruction? How can these tools be used to make writing instruction and teacher/student feedback more dynamic? (If you have time, visit SCREENR, Animoto, PhotoPeach, or one of the other sites.)
(2) Why is it important that writers have time to explore, reflect, and articulate? How can technology be used to enhance the ways that writers express themselves? How might these dynamic expressions be used to support writing instruction?
(3) How might teachers use virtual field trips and live (or recorded) video broadcast shows to make writing instruction and teacher/student feedback more dynamic?