When is feedback good enough?

1. The Power of Feedback John Hattie and Helen Timperley – University of Auckland

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.

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Click here to read the full article

2.  When feedback met Bloom


3. Assessment and feedback to students


4. Seven Keys to effective feedback

Seven Keys to Effective Feedback

Grant Wiggins

Advice, evaluation, grades—none of these provide the descriptive information that students need to reach their goals. What is true feedback—and how can it improve learning?

Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.

Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has “struggled to understand the concept” (p. 173). And many writings on the subject don’t even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is—and isn’t.

What Is Feedback, Anyway?

The term feedback is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation. But none of these are feedback, strictly speaking.

Basically, feedback is information about how we are doing in our efforts to reach a goal.

Read the full article at http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx

433 Three-Dimensional shapes – from Wolfram MathWorld

Have you ever heard of a Zome, a Rhombidodecadodecahedron, an Antiprism or a Pentagonal Trapezohedron?  If you ever feel the need to do some exploring and discovering that will keep you fascinated for a lengthy period of time, visit this page and you will certainly lose yourself in the beautiful shapes, names and colours that come alive at each click.  This is a mathematics teacher’s playground and a visual feast for those who love learning the names of different shapes and solids.  Enjoy!

LiveGraphics3D Applets -- from Wolfram MathWorldLiveGraphics3D Applets -- from Wolfram MathWorldLiveGraphics3D Applets -- from Wolfram MathWorld

LiveGraphics3D Applets -- from Wolfram MathWorldLiveGraphics3D Applets -- from Wolfram MathWorldLiveGraphics3D Applets -- from Wolfram MathWorld

LiveGraphics3D Applets — from Wolfram MathWorld.

Creating the schools we need: Learning from Chris Lehmann (via Ditch That Textbook)

1. “Why does school stink? Because most of what students do is based on compliance.”

2. “Schools should be democratic, messy, loud places where kids are everywhere.”

3. “Classes should be bridges, not silos.”

4. “Technology should be ubiquitous, necessary and invisible.”

5. “Data-driven requires good data — and good data ain’t cheap.”

6. “We’ve got to build caring institutions. We teach kids, not subjects.”

Creating the schools we need: Learning from Chris Lehmann | Ditch That Textbook.

Are you an effective Mathematics Teacher?


Who learns in maths classes depends on how maths is taught

Read the full article here: http://theconversation.com/who-learns-in-maths-classes-depends-on-how-maths-is-taught-21013

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Read more about “inquiry based learning” here: http://www.worksheetlibrary.com/teachingtips/inquirybasedlearningtips.html 

Defining “Best Practice” in Teaching – 6 practices worth mentioning (again).| Edutopia

6 practices worth mentioning (again).

  • Check for understanding often and in a variety of ways.
  • If you don’t have a well-thought out plan for your students, they will have one for you.
  • Set up the next activity while students are completing the current one — this makes for a smooth and speedy transition with little to no downtime.
  • Design the end goals and end product first (also known as backward planning).
  • Share models with students of the product or outcome you want them to create or design — and also continually model in your own behavior how you want them to act and treat each other.
  • Don’t throw anything away, especially in your first few years of teaching; you might need it later.

Defining “Best Practice” in Teaching | Edutopia.

“Best guess, predicted papers, revision plans and revision tools” for Paper 2 tomorrow

1. JustMaths – BEST GUESS PAPER 2 JUNE 2015 http://justmaths.co.uk/2015/06/05/best-guess-june-2015/

2. MathedUp! – REVISION PLAN – http://www.mathedup.co.uk/classes/10n2/gcse-maths-takeaway/


4. Maths Genie – PREDICTED PAPER – http://www.mathsgenie.co.uk/resources.html

5. Sedgehill School PiXL Club – PREDICTED PAPER – http://www.sedgehill-lewisham.co.uk/26/latest-news/article/47/gcse-maths-predicted-paper-2-calculator-paper

6. Shah Ali TES – PREDICTED MATHS QUESTIONS – https://www.tes.co.uk/teaching-resource/2015-gcse-predicted-maths-questions-paper-2-calculator-11063871