Difference between revisions of "FEEDBACK"

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(Created page with "===Context=== You are teaching in class with a focus not only on the subject area, but also on SUPPORTING TRANSVERSAL SKILLS. You are using the EPORTFOLIO approach and...")
 
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===Context===
 
===Context===
You are teaching in class with a focus not only on the subject area, but also on [[SUPPORTING TRANSVERSAL SKILLS]]. You are using the [[EPORTFOLIO]] approach and students document their learning process. Students need
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You are teaching in class with a focus not only on the subject area, but also on [[SUPPORTING TRANSVERSAL SKILLS]]. You are using the [[EPORTFOLIO]] approach and students document their learning process continuously, similar to an online learning journal. You want to help students to improve their learning strategy and/or their artifacts.  
  
 
===Problem===
 
===Problem===
It is difficult to get an insight into a student's learning process. The learning process can be only analyzed retrospectively, provided enough documentation is given.<ref>Engel, A., & Wiedenhorn, T. (2010). Stärken fördern - Lernwege individualisieren. Der Portfolio-Leitfaden für die Praxis. Weinheim und Basel: Beltz Verlag.</ref>
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Like stated by Vygotskii, learning is happening through social interactions. [[SELF-ASSESSMENT]] and reflection are very useful, but not enough if you want to support the student's learning process.  
  
 
===Solution===
 
===Solution===
Therefore, use the [[EPORTFOLIO]]-approach in class, a specific form of a content-management-system (CMS), which allows students to collect and present their artifacts. Within the portfolio, the collected learning products can be linked to the learning process. This way, a basis for [[ASSESSMENT]], [[SELF-ASSESSMENT]], [[FEEDBACK]], [[RECOGNIZING]] and [[APPRECIATING]] is established. The teacher, who is an "outsider" to the students' learning process, can gain a holistic understanding of the students learning pathway and is able to assess both, the process and the product of learning.
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Give constructive [[FEEDBACK]] to the student's learning documentation and encourage meaningful [[PEER-FEEDBACK]] among stundents. The feedback should be differentiated and could be given to a single artifact or to the whole [[EPORTFOLIO]].  
  
 
===Details===
 
===Details===
Students document their personal learning process, comparable to an online learning journal. They collect evidence of learning, reflect upon it, collect [[FEEDBACK]] by peers, improve their strategy and/or product, conduct [[SELF-ASSESSMENT]] and get recognition for fulfilled tasks ([[RECOGNIZING]]) and appreciation for outstanding performances ([[APPRECIATING]]). The whole collection of artifacts, reflections, feedback-comments, self-assessment can give a more holistic perspective on the learning process at the end of a learning period and the teacher is able to not only assess in a summative, but also in a formative way for the next learning period.  
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A prerequisite for giving and receiving good [[FEEDBACK]] is a common quality standard, which should be defined together at the start of the learning cycle. Based on the quality criteria a more objective and distinctive feedback can be given.
  
 
===Examples===
 
===Examples===
In a Greek school, a teacher used the [[EPORTFOLIO]]-approach in English Class. Students documented, discussed and reflected on Mahara, an open-source [[EPORTFOLIO]]-platform. Get a better idea of how the [[EPORTFOLIO]] helps to document individual learning pathways and [https://eufolio-resources.eu/teachers/exemplar-eportfolios/exemplar-eportfolio-12-cy/ watch this video]: A Greek student explains how she used her [[EPORTFOLIO]] to document her learnings about Safety on the internet in English Class.
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=Related Patterns=
 
=Related Patterns=
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*[[APPRECIATING]]
 
*[[APPRECIATING]]
 
*[[RECOGNIZING]]
 
*[[RECOGNIZING]]
*[[EVALUATING]]
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*[[SELF-ASSESSMENT]]
  
 
'''References:'''
 
'''References:'''
 
<references />
 
<references />

Revision as of 14:37, 30 May 2017

Context

You are teaching in class with a focus not only on the subject area, but also on SUPPORTING TRANSVERSAL SKILLS. You are using the EPORTFOLIO approach and students document their learning process continuously, similar to an online learning journal. You want to help students to improve their learning strategy and/or their artifacts.

Problem

Like stated by Vygotskii, learning is happening through social interactions. SELF-ASSESSMENT and reflection are very useful, but not enough if you want to support the student's learning process.

Solution

Give constructive FEEDBACK to the student's learning documentation and encourage meaningful PEER-FEEDBACK among stundents. The feedback should be differentiated and could be given to a single artifact or to the whole EPORTFOLIO.

Details

A prerequisite for giving and receiving good FEEDBACK is a common quality standard, which should be defined together at the start of the learning cycle. Based on the quality criteria a more objective and distinctive feedback can be given.

Examples

Related Patterns

References: