Feedback and self-regulated learning: hidden learning opportunities

How do you ensure that the learner learns more while your grading work remains manageable?
Why is working with examples so important in feedback?
How can you use feedback to promote students’ self-regulated learning?

Feedback is one of the most powerful ways teachers can support their students' learning. However, it is quickly thought that we need to provide more feedback in the form of individual task-related information or written comments. However, it is not that simple. After all, feedback can have both negative and positive effects on learning. Understanding this can help many teachers, especially given the great diversity in classes and the quest to provide each student with the support they need.

In this course, you will dive into the question "What makes students learn?" from a grounded and practical framework on feedback. This course is not so much about "how do I formulate good feedback?" It is about a vision of feedback(culture), about didactic choices and about what impacts student learning. It takes you to the essence and makes feedback an essential part of your teaching approach.
From this feedback framework you explore related themes and perhaps discover hidden learning opportunities for you and your students.

• What is the difference between feedback and evaluation and what does this mean for my teaching practice?
• How can I support and encourage self-regulation and study skills in my students?
• How can I record and monitor learning outcomes?
• Which didactic choices are important in (partly) online education?
• How do I use differentiation? What are the opportunities, but also the pitfalls?

COURSE CONTENT

The course consists of 5 training days during which we will learn and work together, in order to:

• Understand feedback as a process rather than feedback as information (scientifically underpinned and at the same time practically applied).
• Defining feedback with what the learner does at its center
• Explore the importance of clear quality expectations
• Explore feedback as a conversation
• Explore feedback as a starting point
• Get to know and apply feedback on task, process and self-regulation
• Learn to approach and support learners as feedback givers and seekers (peer feedback)
• Discuss numerous concrete methods and possibilities to shape feedback in your educational practice
• Get insight into self-direction and how you can support this
• See new possibilities from a broad interpretation of feedback; with good insight into opportunities and pitfalls - for related themes: evaluation, online learning, differentiation, lesson design, feedback culture, school policy

COURSE METHODS
The methods used are based on the specific objectives of each day. We’ll use a variety of methods
• Theory and research based sessions
• Group discussion
• Video-based reflection
• Co-design sessions
• Individual Q&A sessions with the trainers
• Learning by doing (get some first-hand experience with SRL as a learner yourself)
• School visit

PROGRAM

Reflection and collaborative design are an essential part of the course. The program is flexibly adapted to the needs of the group.

Day 1 (14/03/22)
Morning
• Welcome and practicalities
• Introductions
• Our learning objectives and motivation for the course
• What is feedback?
• Introduction to setting clear quality expectations
Afternoon
• Continuation of ‘setting clear quality expectations’

Day 2 (15/03/22)
Morning
• Feedback as a starting point
• The difference between feedback and evaluation
Afternoon
• School visit

Day 3 (16/03/22)
Morning
• Learners as givers and seekers of feedback (peer feedback)
• Feedback on the task, process and self-regulation
Afternoon
• A framework and practical guidelines for stimulating self-regulation
• How can you integrate the stimulation of self-regulation in your teaching approach?

Day 4: (17/03/22)
Morning
• Feedback culture in schools
• How can school teams renew their vision on feedback? What is the role of coordinators and school leaders

Afternoon
• School visit

Day 5: (18/03/22)
Morning
• Reflection and more advanced topics: which questions still deserve attention?
Afternoon
• Evaluation of the course
• Saying goodbyes

PRACTICALITIES

Target group: The course is suitable for primary and secondary school teachers and school leaders with a clear interest in feedback and related aspects (evaluation, feedback culture, differentiation,…). The course is open both practice and theory class teachers.

When?
13 – 19 March 2022

Where?
Domaine Lou Capitelle | www.loucapitelle.com |470 rue du Pigeonnier 07200 Vogüé (FR)

COSTS
What does it cost?
1190 Euro (full board en-suite accommodation in single rooms in www.loucapitelle.com from Sunday night till Saturday morning is included + excursions + tuition and course materials). All meals and drinks are included. For covering the participation fee you can use Erasmus+ KA1 grant money if your school or institutions has received such funding (and if you’re not from France).

How to register?
Please contact us by sending an e-mail to jeltsen.peeters@g-o.be


TRAINERS

The training will be provided by Stijn Vanhoof. Stijn is co-author of the book ‘Feedback in de klas’ and staff member of Educational Development at Karel de Grote Hogeschool. Previously he was a teacher in secondary education and a practice-based lecturer in teacher training. Besides feedback and related topics (assessment, self-regulation, effective didactics), his interests lie in conversation skills, practice-based research and quality assurance.

Stijn will be accompanied by one or two teacher trainers from the pedagogical service office of GO! (PBD-GO!).