4 techniques for collaboration (Collaborative discussion teams, send a problem, numbered heads together, and think-pair-share)- There are many techniques that teachers can use to create collaboration in the classroom. One is collaborative discussion teams. This is when students are grouped and respond to the material. For example, the teacher introduced the Declaration of Independence, then the students are grouped into discussion teams. The teams will discuss the document, respond to questions, and share opinions and thoughts. The team may also summarize the document in their discussion group. Send a problem is when groups work together to create questions. Students can create questions on the Declaration of Independence, they will then be …show more content…
It allows the student to be aware of what they did right and what they need to improve on. Feedback can help students improve their study habits, their projects, or their overall grade. It also helps guide the student in reaching their full potential as a student. For feedback to be effective it should be clear, positively, and timely. It should also be individualized based on the needs of the student and differentiated. (Salend, 2016, pg 350) There are different types of feedback. Corrective feedback is when the teacher alerts students to correct and incorrect responses. Corrective feedback includes explanations about what students can do to improve. It can also give suggestions to students and may include models of what is expected. General feedback is when the teacher gives a student a grade, but does not go into detail about why the students received what they did. Right only is when only correct answers are acknowledged. Wrong only answers is when only wrong answers are acknowledged. Instructive feedback is descriptive and personal. It acknowledges what students did well on and what students can do to improve. It may include tips or suggestions to help the student and relate it to the information learned in class. It may include the class objectives or targets and give suggestions for meeting them. (Salend, …show more content…
There are components to collaborative learning that contribute to its success. Positive interdependence involves students understanding the importance of working as a team in order to meet objectives or create a product. (Salend, 2016, pg 356) Working as a team is an important life skill for students to have because it can apply to future education and careers that emphasize team work. Individual accountability is another component. This component involves the students comprehension of their role in the team, this mean each student has a responsibility. Some teachers may assess students individually or give the team an overall score based on each group member's role. Face to face interactions allow students to demonstrate and practice communication skills, this is another important life skill. Interpersonal skills is another component which allows students to collaborate, share ideas, and work
By working together there is information sharing, improve safety and quality also collaboration gives knowledge to other professionals. (Littlechild and Smith, 2013).what I have learned through working in partnership with other professionals was creating a poster related to what each professional does. Some of the professionals I did not know how exactly they work together in partnership. Example: I was not aware of how a radiology would work with a social work and the outcome of that was that Radiology develop and maintain collaborative relationship with medical colleagues and participates in regular meetings with other professionals activities to meet the needs of a service users therefore they collaborate with Social Workers. By doing a poster and delivering information I learned a lot from the other team members, shared experiences knowledge and skills with other group members. Group work made me realise how it is very important to work in multi-displinary team, the benefit of it and what others can benefit from. During the poster each of the student was from different professional however we all had the question but each had to look at it in each profession perspectives. This gave an opportunity to everyone to go and search for each professional and communicate with the rest of the group the outcome of the presentation. By doing that, we exchanged ideas learned from each other’s skills and used it into practice. I have learned about sharing information with others, learned about communication and
Feedback gives students a better idea of what concepts they need to work on in class. There are many ways to integrate formative assessment and feedback into the classroom. Ms. Ladsten is the Family and Consumer Sciences teacher at Big Foot High School. She has included a variety of formative assessments throughout each of her classes. Ms. Ladsten started keeping a clipboard nearby during her classes to take notes on what students needed to improve on and questions to ask students.
It helps students gain confidence and social skills and share the roles of assessing and being assessed equally. One suggested peer assessment activity is to have students work in groups, discussing each other’s’ in-class assignments and ways to improve or change them. Self-assessment gives students the ability to identify their own strengths and weaknesses. It enables them to know what aspects of their learning they need to put more effort into. Feedback ensures that adults are supporting all children to enable them achieve to the best of their potential .The
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
In Feedback as a gift, Friedrich makes some good points about how to give and receive feedback.
Overall, Dr. Heen’s ideas on feedback work with using feedback to better the receiver, to help them grow and to learn, this works with the information from Block 6, where we were encouraged to work with whoever we may give a counseling to, with the idea being to get the individual counseled to actually care about what they are being told and that they will be motivated to meet the goals of the counseling as they helped make said goals in the first place.
Feedback can be used for pupils to self-assess and peer-assess, being able to effectively perform this task will demonstrate student’s knowledge of the subject and that they are aware of what they need to do to improve. It also allows the teacher the opportunity to evaluate their own performance and recognise where lessons and activities may need to be adapted, to ensure all students gain the knowledge and information required to improve their learning. This process then becomes “formative assessment” as the teaching and activities are altered to meet the requirements of the pupils, to enable them to progress and achieve learning outcomes (Black, P., Harrison, C., Lee, C., Marshall, B & William, D.
Usually students don't like when I give them feedback because it is a critical aspect of their learning. But the purpose of questioning and feedback is to enhance and strengthen students learning. I usually give feedback after the assessment, it provides information about students knowledge in regard to the assessment. The questioning and feedback will give direction to students on how they accomplish the assessment, what was their strengths and weaknesses and what need to be done in order to have better results.
e done well then advise learner on how they can improve, because good news about learners' work highly motivates them (Reed, 2006). Constructive feedback and engaging learners through assessment (Sherman, 1996) Works Cited Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools.
Immediate feedback and error correction is an important element of effective instruction (Musti-Rao, Lynch, & Plati,
Building self-esteem, enhancing student satisfaction with the learning experience, and promoting a positive attitude toward the subject matter are all benefits of collaborative learning. A higher degree of accomplishment takes place as a group because you essentially are a team. An example of this is a sports team. In a collaborative situation it takes every member to do his or her part in order for a situation to have a greater resolution; as where a sports team needs everybody’s individual talent to win a game. In retrospect, as a group; the contributions of our own talents can make the difference between a “win or Lose situation” it gives you a sense of competition, and knowing that you can win as a group; self esteem in one’s self is accentuated. Johnson and Johnson (1989), Slavin (1967). Another benefit to collaborative learning is based on the members of your group. Every individual in the group demonstrates their own input based on where they were born, what nationality they are so on and so on. The benefit of this is that you get a different perspective on things rather than always knowing what you know. You can take information from other cultures and add or apply it to what you already know.
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning.
Another benefit is feedback affords an opportunity for clarification of what is expected. Student performance and achievement increases as they are able to understand the expectations for the specified task or project. This process also helps alleviate frustrations one may feel when unsure of the criteria for quality performance. Feedback also helps students identify strengths and weaknesses in various content arenas. Effective feedback from the teacher assists in student identification of the level of which they are performing as compared to the desired goal.
In this paper, I will be primarily focusing on the importance of feedback in learning. Practise is important to achieve goals but it cannot act alone, in order for a student to accomplish his/her goals he/she needs to practise; while practising it is important to receive feedback. By the end of this paper, I will try to prove why “Feedback is so important in learning”?
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).