Feedback

The best schools of all types know their students as learners and as people, according to Professor Stephen Dinham. In today’s video, he also discusses why students essentially want teachers who care and are fair.

‘We know that self-concept or self-esteem has a significant effect on student learning but the mistake we’ve made is to try and boost student self-esteem and self-concept artificially and that doesn’t work,’ Professor Stephen Dinham shares with Jo Earp in today’s video.

Teachers in any classroom can use samples of work in addition to assessment rubrics to create opportunities for students to evaluate, improve and take ownership of their own learning, explains educator Elizabeth King in our latest reader submission.

To develop lifelong learners, the overarching goal of feedback should be to support the ability of students to self-monitor and self-regulate. However, not all feedback is equal.

It’s important to be sensitive as to why students are making spelling mistakes, rather than simply handing back work covered in red marker, language and literacy specialist Lyn Stone says.

We ask students to do it every day, but when was the last time you ventured out of your comfort zone to learn something new? Here’s what I learned from a Rubik’s Cube challenge.

Kate Perkins discusses the benefits of effective teacher-parent relationships, how to get reluctant parents involved in the classroom, and how to best manage parent-teacher interviews.

Dr Jasmine Green and Professor Andrew Martin explore adolescent motivation and engagement using personal best goal-setting and values driven action.

Last year Christine Cawsey and Dr Tony Loughland discussed five key questions around observing a class and giving feedback. Today, they return to the final three questions.

In our latest reader submission, Principal Christine Cawsey AM and Dr Tony Loughland of UNSW discuss key questions around observing a class and giving instructive feedback.