Imagine navigating an unknown city, state or ocean without a map. Not knowing where you are, where you are going, or how to get there… Disaster looms large.
Without our help, students can share that feeling of doom; lost in an unknown learning landscape.
This workshop will equip teachers with an understanding of the importance of nurturing self-directed learners. It will provide practical tools and processes designed to support all students understanding what they are learning, why they are learning and what successful learning looks like. We will explore personalized, explicit and constructive feedback models and develop strategies for using feedback more effectively in class.
This workshop is built around the research of John Hattie as published in his Visible Learning publications (print and online). It draws on the direct teaching, learning and leadership experience of the facilitators (Max Drummy and Joanne McEachen), as well as the work of Wiggins and McTighe (effective feedback), Shirley Clarke (success criteria and learning intentions) Dylan Wiliam (feedback for learning) and John Seeley Brown (the nature of learning).
- Build a shared understanding of the power of self-regulated learning
- Understand the importance of learning intentions and success criteria, and be able to generate context-appropriate intentions and criteria as part of a backward design model
- Understand the difference between Feedback and Advice
- Understand the need for, and generate strategies to provide, differentiated and personalized feedback to learners
- Apply the concepts of Feed Up, Feed Back and Feed Forward to their practice (3 step approach)