WHAT DO YOU NOTICE ABOUT THE LEARNER?
WHAT COULD BE NEXT STEPS FOR THE LEARNER?
- Before having shared the resource, give out the unmarked student work to participants to sort by level. Discuss.
- Listen to the student work and the evaluated rubrics for a level. (i.e. A2) Participants are asked to match the rubric to the student work. Discuss.
- Sort the student work into levels, and then compare to the evaluated rubric for discussion.
- Using the blank rubric and the student work, mark the student work and put into levels. Discuss.
- Using one piece of student work, ask participants to consider what might be next steps for the student. Compare examples given to the ones suggested in the booklets.
- Hand out the student work and the summary of the student performance/feedback and match.
- Communication on the Achievement chart is made up of three criteria. Draw participant’s attention to the first two criteria (Expression and organisation of ideas and information/ communication for different audiences and purposes). Together, determine how to ensure feedback reflects these two aspects of communication.
- Ask participants what is their intentional teacher move would be within a learning cycle to further develop proficiency and confidence in the student.
- In conjunction with the above suggestion, use the feedback provided to reflect on how effective feedback is contextualized. How is this feedback going to support learner autonomy and metacognition?