The role of feedback in the personalized learning environment

Video Transcription

Hi, my name is Ashley. And today's lesson is titled, "The Role of Feedback in the Personalized Learning Environment." In today's lesson, we will review the three stages of Understanding by Design for creating a CBE, PBL lesson. Then we will review the essential questions. Lastly, we will go through ways that you can reflect on your CBE, PBL lesson.

Let's review the three stages of understanding by design. First, remember it's important to identify the desired results. We must create our objectives and decide what we want students to learn as a result of the lesson.

In stage 2, we determine evidence that can be used to measure students understanding of the objectives. There is one main performance assessment, and then formative assessments. The last stage is where we make the learning plan. Here's where we will plan activities students will be engaged in in order to meet the desired results.

Here is the lesson that we created some time ago involving prefixes and suffixes. Here you can see the objectives are clearly identified. Here are the essential questions, the big ideas. This is what I want students to know at the end of the unit. Remember, essential questions are important. They will come up again later in [INAUDIBLE] and they are aligned with the topic. They also help students focus on what's important about this unit.

These questions will promote inquiry and a higher level of thought. They are not simple yes or no questions, but have to be investigated in order to be able to be answered. Essential questions require evidence and a well-thought-out explanation. There is a connection with prior learning and new learning with well-thought-out essential questions. Essential questions can also create opportunities for transferring learning to other contexts.

So how do you go about reflecting on your CBE, PBL lessons? There are two ways that you can do this. You can have a peer review your lesson, and have them observe you while you're implementing your unit.

Another way is to create a plus, minus, delta A plus, minus, delta can be used by the class or individual students to identify what worked and what did not work, and then suggestions for improvements. You may also have your peer complete a plus, minus, delta. One thing to keep in mind is that it's always important when you are implementing a new idea or a new unit that you allow students to provide feedback for improving the process and experience.

Let's recap what we talked about in today's lesson. We briefly reviewed the three stages of understanding by design. We discussed the importance of essential questions, and the purpose of forming essential questions that promote inquiry. Then we discussed two ways that you can reflect on your lesson through peer review and using a plus, minus, delta chart.

As we bring the lesson to a close, consider the following. Reflect on the lesson you created. Also have your students reflect with you by using a plus, minus, delta. Did you form essential questions that promote inquiry? Will students be able to transfer their learning to other contexts?

As you reflect on how this information can be applied, you may want to explore the additional resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set.