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(Bell, 2021)
learning consists of making new long-term pathways between brain-cells, from the brain’s perspective, the Learning Cycle looks like this:
1. Prior Knowledge: Ensure there is something to connect to
2. Presentation: Initiate the pathway
3. Challenging Task: Activate the pathway
4. Feedback for Improvement: Check that it’s the right pathway
5. Spaced Repetition: Secure long-term connections by re-using the pathway over a period of time 
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Step 5 Repetition
Step 4: Feedback
Step 3: Challenge 
Step 2: Presenting new material
Step 1: Prior Knowledge
Learning cycle from the brain’s perspective
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s learning consists of making new long-term pathways between brain-cells, from the brain’s perspective, the Learning Cycle looks like this: 1. Prior Knowledge: Ensure there is something to connect to 2. Presentation: Initiate the pathway 3. Challenging Task: Activate the pathway 4. Feedback

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Transcript

Learning cycle from the brain’s perspective

Step 1: Prior Knowledge

Step 2: Presenting new material

Step 3: Challenge

Step 4: Feedback

Step 5 Repetition

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learning consists of making new long-term pathways between brain-cells, from the brain’s perspective, the Learning Cycle looks like this: 1. Prior Knowledge: Ensure there is something to connect to 2. Presentation: Initiate the pathway 3. Challenging Task: Activate the pathway 4. Feedback for Improvement: Check that it’s the right pathway 5. Spaced Repetition: Secure long-term connections by re-using the pathway over a period of time

(Bell, 2021)

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Prior Knowledge is the knowledge the student has prior to you starting the topic. Our understanding of how the brain makes memories tells us that your student can only understand what you are telling them if they can link it to something they already know. This means that assessing your students’ prior knowledge is a vital first step to ensure your words do not ‘fall on deaf ears’. If you find that prior knowledge is missing, repairing this is an important first step in their learning.

This step includes methods and important considerations to use when presenting new material to your students. These include:

  1. Recognising the Working Memory limit to ensure that you do not overload your students with too much new information at one time.
  2. Linking to Prior Knowledge to help students make connections which lead to good long-term memories.
  3. Using a Multi-sensory approach to make use of more parts of your students’ brains for learning.
  4. Giving your students an Advance Organiser to help them see the big-picture of your topic as you teach the detail.
  5. Linking Abstract ideas to Concrete Examples to enable students to understand the more difficult ideas you teach.

These are ways to set your students tasks which are most likely to make their learning of the new material effective. 1. To know what the task is, you can use Modelling and Worked Examples to show what a good answer or product would look like.2. You can set tasks which are not just words by setting Graphical and other Non-linguistic tasks.3. You can get your students to improve their planning, monitoring and evaluation using Metacognition.4. If students work effectively in groups, Cooperative or Collaborative methods are effective to promote thinking.5. Thinking tasks, such as problem solving and hypothesis testing can deepen your students’ knowledge and consolidate the surface thinking.

These are methods to show the student how to improve. Note the importance that they implement the feedback, not simply receive it! There is no ‘best’ way to give (and receive) feedback. You could give it verbally or written. Students get feedback by marking their own (or another student’s) work.

These are methods which give the student the opportunity to develop long-term memories by revisiting the new material over time. The evidence, both from the classroom and from neuroscience, is that spaced repetitions are vital to create long term memories. This means that it is not so much the individual teaching methods that are important, it is whether the student has been taken through the Learning Cycle.

By the end of this session you should be able to:

– Define feedback in the context of learning and teaching – Recognise and apply feedback principles in learning and teaching practice– Start developing skills in giving and receiving feedback through practical activities– Make use of personal experiences of feedback to inform and enhance future practice

Starter task

➢ Identify one ‘memorable’ example of a time when you received feedback recently ➢ Write a brief description of the feedback on a post-it note (e.g. written feedback on your PhD; verbal comment from friends/ family on a meal you made etc. ) ➢ Place the post-it under either the positive or negative columns on the flipchart)

What do you think of this feedback?

Activity 2: What is good feedback? Attempting a definition

Use only single words, or a short phrase, to describe what feedback is.

How the experts define it

• “Feedback is when you receive comments about your work, so that you know how well your studies are going – and of course there’s the other side to this- so you know how badly your studies are going” (Race, 2008) • “So what exactly is feedback? Feedback is any response from a teacher in regard to a student’s performance or behavior. It can be verbal, written or gestural. The purpose of feedback in the learning process is to improve a student’s performancedefinitely not put a damper on it. The ultimate goal of feedback is to provide students with an “I can do this” attitude. (Reynolds, 2013)

What is the purpose of feedback?

• Confidence building: to give encouragement to students, help them improve their work further.• Achievement: give students an idea of how well they have done in comparison to others.• Performance improvement: can be used to provide individual students with information on how they can implement actions to improve performance and make a plan (feed forward)

More reasons to give good feedback

  • Improve perception of strengths and weaknesses: enable students to identify their strengths and weaknesses within the given task
  • Correction: correct errors and point out information/ resources the student might have missed
  • Clarification and accountability: where feedback is used to demonstrate/ clarify how a specific grade/ mark was reached

Bad feedback

❖ Saps students’ confidence❖ Directs students’ activities in inappropriate directions ❖ Fails to articulate with learning outcomes ❖ Fails to relate clearly to evidence of achievement of assessment criteria❖ Relates only to what is easy to assess rather than what is at the heart of learning❖ Focuses on failings rather than achievements

Four strategies for giving good feedback

Good feedback has to be 1. Specific 2. Actionable 3. Timely 4. Respectful

Use appropriate language

• Have you thought about /tried…? • I was wondering whether this would work better • It might be a good idea to … because / so that … • Maybe the next time you could also … • Another way to … is … • It might be useful to … • Have you considered…? • I don’t understand ………….

Activity 3: Practising different forms of feedback

➢ Draw a cat in 2 minutes ➢ Swap cats with your neighbour ➢ Give different positive and then critical (negative) feedback – spend 2 mins on each

How did you feel??

➢ What feedback worked best? ➢ What did not work? ➢ How did it feel to receive positive/ negative feedback? ➢ How did it feel to give the feedback?

Plenary

The Biscuit Challenge • In your pairs describe what a biscuit is in 240 characters (2 mins)• Compare definitions • Look at the plate on your table – based on your definition does it contain biscuits?• Agree criteria for: good, adequate, poor and unacceptable biscuits – create a matrix• Share your matrix with another group and assess the (remaining) biscuits

Exercise 1

Infographic

Podcast or Video

Video

Exercise 2

Exercise 3

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Repetition

Task 1

FOR THIS PART YOU WILL MAKE AN INFOGRAPHIC FOR EACH OF YOUR TOPICS

For the creation of the infographic I leave you several YouTube videos that can help you when creating them and choosing which format you are going to use

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Canva

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PP

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