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

Using Student Feedback to Inform Teaching Practice

The Powerful Learning Teacher Reflection Tool and the Student Feedback Tool compared your students responses to your responses on the following areas of practice:

  • Expectations and Relationships
  • Learning Intentions and Success Criteria
  • Setting Challenging Learning Tasks
  • Higher Order Questioning
  • Feedback and Assessment of learning
  • Implementing cooperative groups
Professor John Hattie introduces each of these sections in the videos below.  You can then click the links below each video to access resources which are aimed at supporting you in developing these areas.  We suggest that you focus on the area of practice which was identified as having the most growth potential.   

Teaching Practices for Powerful Learning

Expectations and Relationships

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.  

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Learning Intentions and Success Criteria

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

Setting challenging learning tasks using the Goldilock’s Principal – “Not too hard, not too boring” – is the art of teaching.

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Higher Order Questioning

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.

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Feedback and Assessment of learning

We need to bring together feedback and assessment of learning to maximise our influence on our students’ learning.

 
Implementing cooperative groups

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.

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What are the benefits?

Students who are able to self-regulate their own learning experiences are better prepared to:

  • work independently
  • adapt to new situations or challenges
  • develop resilience so that they are able to persist with challenging learning tasks in the future (a concept sometimes referred to as ‘grit’)
  • set goals and self-motivate to reach those goals
  • complete learning tasks more efficiently, particularly as they continue to reflect on learning experiences and modify future strategies

What does it look like in the classroom?

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:

  • Modelling what it looks like to set goals, select strategies, or monitor progress towards goals for a particular subject or task – it is often more effective to teach self-regulation in the context of individual subjects rather than global skills
  • Building students’ ability to reflect on their learning
  • Scaffolding or modelling language around the evaluation of learning strategies
  • Provide opportunities for students to reflect on prior learning and previously successful strategies

 

In our next post, we’ll explore some more practical strategies for helping learners develop metacognitive and self-regulatory skills.

View our Past Blogs

Bibliography & suggested further reading

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:

http://www.visiblelearningmetax.com/

 

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.

About

The 2018 Science of Learning Partnership Schools Initiative connects research and practice, to enhance educational outcomes in Victorian Schools.

If you have any questions please email: luke.mandouit@unimelb.edu.au

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