Group 10
Week 17
Members
Abiera, Rizamae Bahal, Shella Mae Masangkay, Mariel
Why is feedback a powerful
means to help learners improve?
Feedback is a powerful means of helping the learners improve their
academic performance. Feedback is a specific means that allows the learners
to determine which part of their performance needs improvement. Feedback
provides specific information to learners on what they need to do to revise or
redo their task in a way. The content of feedback can be:
•The parts of the answer or responsonse that are need to cerrected
•The specific strategy to be used to perform the task
•The suggested procedure that needs to be undertaken by the learner
•A direction to the learner where to find the answer
•A challenge to the learner to think about the appropriate response
•A clarification on some misconceptions of the learner
Feedback is provided either during
or after the performance.
Feedback during performance. Feedback during performance
1. can be verbal or nonverbal. Verbal feedback can be written in
a big signage (like a poster or a handy white board) visible to
the learner.
Feedback after performance. Feedback can also be given after
2. the performance of the task. This is appropriate when learners
are provided another opportunity to revise and show again the
performance
To make feedback a powerful means to help learners improve,
the following can be considered:
a. Feedback needs to be specific and concrete. The following are illustrations of
general and specific feedback.
General feedback Specefic feedback
The essay is good. You started the paragraph in your essay with a topic sentence
and supporting sentences were provided after. This helped
strengthen the point you want to make.
Note: Saying that the essay is good does not provide to the
Note: This feedback is specific in saying why the feedback is good
learner which part was good. The learner might think that based on the structure of the sentences in the paragraph.
the essay is good in all aspects.
The painting needs improvement. I can't see Perhaps you may want to use other colors in
any object! your painting so that we can distinguish the
Note: This is a broad feedback because it does objects.
not say what specific part needs to be Note: This feedback is specific in giving a
recommendation on what can be done about the
improved.
painting.
b. Feedback needs to be based on the agreed criteria. The criteria serve as a guide to provide feedback
on the work. For example, the criteria in writing a technical paper are as follows:
•The parts are organized according to the guide questions.
•The ideas are well understood by the reader.
•The information included are accurate.
•More than 5 references are used.
Feedback NOT based on Criteria Feedback based on Criteria
Check again the idea conveyed by author
There are several grammatical in the journal because there are
discrepancies on page 3 (pertaining to the
errors in the paper. criteria on accuracy of information)
The heading needs to be Add one more reference to support further
your claim on the benefits of using organic
bold font fertilizers on page 5 (pertaining to the
criteria on references)
3. Feedback should provide recommendations
or suggestions on how to feedback.
Bad Feedback Good Feedback
I cannot hear your Make your voice
voice. louder.
Why are you looking Look at your classmates
at the ceiling while when you speak in front.
speaking?
What are the different forms of feedback?
here are three areas to focus when giving feedback. These areas are feedback on the product
or performance, on the procedure or process performed, and on the strategy in improving the
work.
1. Focus on the product or performance. This kind of feedback describes
how well the performance was done.
2. Focus on the procedure. This kind of feedback focuses on the
step-by-step process that needs to be done by the learner.
3. Focus on the strategy to improve the work. Strategies refer to the
different cognitive and metacognitive actions that the learner needs to
think about in order to arrive at a better work or performance
How to use portfolios to help learners improve?
The following are some tips in making portfolios a powerful vehicle in
communicating learning progress and areas needing improvement.
1. Schedule a time slot to sit beside each child to show progress in learning.
2. Let the learners reflect on each entry in the portfolio. This can be guided when the teacher starts
to ask questions pertaining to the learning strategy used.
3. Let the learners report their observation on the transition of one work to another.
4. Ask the learners to reflect on the other areas that need to be continued and improved
for the succeeding work.
5. End the conversation with the learners with an encouragement and a belief that they can
improve and are capable of mastering the task.
How to organize meeting with parents?
The following are guidelines that can be followed in conducting parent and teacher
conferences:
1. Send a letter inviting parents for a meeting. Indicate availability for this
meeting to happen.
2. Greet the parents in a positive tone
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents' concerns, you may want to restate or clarify their
ideas, report relevant incidents, or ask further questions.
5. When reporting assessment results, avoid judging on the ability of the child.
6. When describing the performance of the child, use words that are understandable
to the parents.
7. Commit to the parents a course of action that you can realistically do but do not
guarantee a result.
Questions?
Thank You
