Sharing #1: Encouraging student voice through perspective-taking and dialogic feedback: Utilising e-Pedagogy in a feedback uptake design
Ms Siti Noordiana & Ms Fasihah Rahmat
*QtP: Questions to ponder - questions to facilitate thinking on how we can apply the presentation content to our own T&L
What student voice is:
Expression and reflection of students' thoughts, ideas, opinions, and values
Students as active seekers and receivers of feedback
QtP: To what extent, and in what ways, can we entrust students with their own learning?
Took me some time to come to this realisation but student agency/ownership is pretty much a prerequisite for learning to take place. The student needs to arrive at their own compelling reason as to why study that particular subject/topic in order for (deeper) learning to take place.
Learning also takes place at a different pace for everyone, so it is important for us to give them the "power" to chart their own path. Yet a reminder of a teacher's role in today's educational context -- facilitator, not arbitrator.
What student voice is:
A continuum, not all-or-nothing
Reference article to learn more about each stage on the continuum - Continuum of Voice: What it Means for the Learner
QtP: What is "untapped" in my students' potential to engage in their learning?
Reflecting on my current practices, I believe I have dabbled in the 'Consultation' stage, where I got students to share how they learn best and have conversations about their strengths, interests, and challenges.
What I would like to try would be 'Participation', where students have some form of control over how they plan to demonstrate the learning outcome sets out for him (i.e. articulate how they will demonstrate mastery with evidence of learning). Some form of DI is likely to be in place here.
Feedback practices that I have used before in my own T&L are:
"Traffic light" system when giving feedback on spreadsheets
The more traditional way of giving feedback: ticks, comments written in red pen on their worksheets
QtP: How are my students' responses after receiving their feedback?
An issue I faced, especially with the Sec 1 Geography students this year - after painstakingly writing comments on their countless assignments, they somehow still can't seem to grasp the answering techniques needed (e.g. how to G-S-S). So it seemed that the students didn't exactly respond to the feedback, in that there were no active changes made.
So this sharing was a timely one!!! (tl;dr: encouraging students to revisit feedback given from previous assignments/tasks and applying this knowledge to the next piece of work.)
Observations about nature of feedback practices in the normal classroom setting:
One-directional; teacher-initiated;
Weaker students tend not to proactively seek feedback
Feedback as a dialogic practice
A simple change in perception?
Feedback as a dialogic practice
Students develop agency in soliciting/generating their own feedback
Strengthens their understanding on the success criteria in a way
QtP: How can I make this process manageable for my students?
I could adapt these questions; for starters I would get them to consider:
1) Strength
2) Judgement
+ I will provide follow-through
Feedback thinkpad: interactive cover sheet
Q1: links to previous work; encourages students to make use of feedback previously given in attempting the new task
Q4: could possibly surface insecurities; also a platform for encouragement/ affirmation
Questions I had:
What if their identified strength is wrong?
A: Opportunity to address misconception
What if they asked for feedback about X but there is something else that is jarringly wrong?
A: Take it one thing at a time haha; we don't have to correct everything all at once; can affirm effort and improvement
Students would be emotionally invested knowing their feedback is targeted/ personalised
*Tick = agree (for sustainability sake haha)
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