Copy - Learning cycle

Learning cycle from the brain’s perspective

Step 1: Prior Knowledge

Step 2: Presenting new material

Step 3: Challenge

Step 4: Feedback

Step 5 Repetition

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learning consists of making new long-term pathways between brain-cells, from the brain’s perspective, the Learning Cycle looks like this: 1. Prior Knowledge: Ensure there is something to connect to 2. Presentation: Initiate the pathway 3. Challenging Task: Activate the pathway 4. Feedback for Improvement: Check that it’s the right pathway 5. Spaced Repetition: Secure long-term connections by re-using the pathway over a period of time

(Bell, 2021)

By the end of this session you should be able to:

– Define feedback in the context of learning and teaching – Recognise and apply feedback principles in learning and teaching practice – Start developing skills in giving and receiving feedback through practical activities – Make use of personal experiences of feedback to inform and enhance future practice

Starter task

➢ Identify one ‘memorable’ example of a time when you received feedback recently ➢ Write a brief description of the feedback on a post-it note (e.g. written feedback on your PhD; verbal comment from friends/ family on a meal you made etc. ) ➢ Place the post-it under either the positive or negative columns on the flipchart)

What do you think of this feedback?

Activity 2: What is good feedback? Attempting a definition

Use only single words, or a short phrase, to describe what feedback is.

How the experts define it

• “Feedback is when you receive comments about your work, so that you know how well your studies are going – and of course there’s the other side to this- so you know how badly your studies are going” (Race, 2008) • “So what exactly is feedback? Feedback is any response from a teacher in regard to a student’s performance or behavior. It can be verbal, written or gestural. The purpose of feedback in the learning process is to improve a student’s performancedefinitely not put a damper on it. The ultimate goal of feedback is to provide students with an “I can do this” attitude. (Reynolds, 2013)

What is the purpose of feedback?

• Confidence building: to give encouragement to students, help them improve their work further. • Achievement: give students an idea of how well they have done in comparison to others. • Performance improvement: can be used to provide individual students with information on how they can implement actions to improve performance and make a plan (feed forward)

More reasons to give good feedback

• Improve perception of strengths and weaknesses: enable students to identify their strengths and weaknesses within the given task

• Correction: correct errors and point out information/ resources the student might have missed

• Clarification and accountability: where feedback is used to demonstrate/ clarify how a specific grade/ mark was reached

Bad feedback

❖ Saps students’ confidence❖ Directs students’ activities in inappropriate directions ❖ Fails to articulate with learning outcomes ❖ Fails to relate clearly to evidence of achievement of assessment criteria ❖ Relates only to what is easy to assess rather than what is at the heart of learning ❖ Focuses on failings rather than achievements

Four strategies for giving good feedback

Good feedback has to be 1. Specific 2. Actionable 3. Timely 4. Respectful

Use appropriate language

• Have you thought about /tried…? • I was wondering whether this would work better • It might be a good idea to … because / so that … • Maybe the next time you could also … • Another way to … is … • It might be useful to … • Have you considered…? • I don’t understand ………….

Activity 3: Practising different forms of feedback

➢ Draw a cat in 2 minutes ➢ Swap cats with your neighbour ➢ Give different positive and then critical (negative) feedback – spend 2 mins on each

How did you feel??

➢ What feedback worked best? ➢ What did not work? ➢ How did it feel to receive positive/ negative feedback? ➢ How did it feel to give the feedback?

Plenary

The Biscuit Challenge • In your pairs describe what a biscuit is in 240 characters (2 mins) • Compare definitions • Look at the plate on your table – based on your definition does it contain biscuits? • Agree criteria for: good, adequate, poor and unacceptable biscuits – create a matrix • Share your matrix with another group and assess the (remaining) biscuits

Exercise 1

Infographic

Podcast or Video

Video

Exercise 2

Exercise 3

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Repetition

Task 1

FOR THIS PART YOU WILL MAKE AN INFOGRAPHIC FOR EACH OF YOUR TOPICS

For the creation of the infographic I leave you several YouTube videos that can help you when creating them and choosing which format you are going to use

word

Geniallyy

PP

Canva