Using Student Feedback to inform Teaching Practice
This section includes resources to help support you in developing the teaching practices relevant to the Powerful Learning Teaching Reflection and Student Feedback Tool
The Powerful Learning Teacher Reflection Tool and the Student Feedback Tool compared your students responses to your responses on the following areas of practice:
Teachers’ expectations reflect on their students’ learning. We need to have high and consistent expectations for all of our students to allow each of them to grow. Realising these expectations requires us to build trust and positive environments in our classrooms. One way to improve Expectations and Relationships is by investing in the promotion of student voice and student agency in your classrooms.
Having Learning Intentions and Success Criteria is a very powerful way to help your students work with you as the teacher, to realise those high expectations that are included in the success criteria.
Setting challenging learning tasks using the Goldilock’s Principal – “Not too hard, not too boring” – is the art of teaching.
A vital tool in a teacher’s questioning toolkit is an ability to ask both surface level questions to check for understanding and higher-order questions that promote student learning moving from surface to deep.
The impact of cooperative groups can be very powerful on student learning. However this requires students to be taught the skills of working in cooperative groups, the selection of appropriate tasks for group work, and ensuring that students’ understand what success looks like.
Students who are able to self-regulate their own learning experiences are better prepared to:
Developing your students’ ability to regulate their own learning requires time and effort. Often, it can feel like there’s so much curriculum to cover that it’s impossible to spend too much time developing self-regulated learning skills in your students. However, the investment of time in explicitly instructing and modelling self-regulated learning skills will pay large dividends for students as they progress through their learning.
Strategies for developing self-regulated learning skills in your students include:
In our next post, we’ll explore some more practical strategies for helping learners develop metacognitive and self-regulatory skills.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. doi:10.1207/s15430421tip4102_2
The Education Endowment Foundation’s Evidence for Learning website contains a wealth of information about the effectiveness of metacognition and self-regulated learning: https://evidenceforlearning.org.au/teaching-and-learning-toolkit/metacognition-and-self-regulation/
Another good resource for evidence on educational interventions is the Visible Learning MetaX website. It’s a free online resource that brings together a great deal of John Hattie’s Visible Learning work in an easy-to-use online format:
Most good educational psychology texts contain some basic information and implementation advice. For example:
Snowman, J. & McCown, R. (2015). Psychology applied to teaching (14th ed.). Stamford: Cengage Learning.
The 2018 Science of Learning Partnership Schools Initiative connects research and practice, to enhance educational outcomes in Victorian Schools.
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