There my reviewed the work of both learners A (Yasmin) and B (Rowan) and my feedback to provide the learners to help them improve in.
Where have they performed well?
Yasmin and Rowan will have performed well when they understand the basics of math. The basic of math is addition, subtraction, multiplication, and division numbers. After they understand the basics of math, they need to know how to use addition, subtraction, multiplication, and division numbers well and correctly way. On the other hand, Yasmin needs to know how to use the multiplication calculations well before she solving the following word problem. When she understands how to use multiplication numbers well, she can be solving the following word problem with the multiplication numbers.
On the other hand, Rowan needs to know how to measuring and how to use division numbers well. Because he has a problem and made an error while he measuring the table and did not divide the compound shape properly to calculate the area. When he understands and knows how to measuring and how to use division numbers to count the area of his desk, he will can to do calculating the perimeter and area of his desk properly and correctly.
What evidence of their understanding can you see for each of the learning objectives?
The evidence of their understanding I can see for each of the learning objectives are:
- They must understand and know how to use the basics of math. The basics of math are addition, subtraction, multiplication, and division numbers well and correctly way.
- For Yasmin, I think, she needs more understand how to use multiplication numbers well and properly to solve the problem. Because I think Yasmin does not understand how to use multiplication numbers.
- For Rowan, he needs understanding and how to developing the knowledge of the area and designing areas in a house this according to the indicator of math in grade 5. Because he does not understand how to count the area and how to use division numbers well to find his desk area.
Where have the learners struggled? Be specific: what elements of their work have prevented them from demonstrating their full understanding of the learning objective?
The learners struggle when they count multiplications and division numbers. My prevented the struggle from Yasmin and Rowan are:
- For Yasmin, she has struggled in multiplication, I will help Yasmin to understand how to use multiplication. Because Yasmin can determine correctly what calculation to do to solve the problem and uses the correct numbers (7566 x 92). She already knows how to use determine correctly, I think she does not yet understand how to use multiplication to solve her problem.
- Rowan has struggled in division numbers and how to find the area. I will help Rowen to understand division numbers and how to count the area. For the division numbers, I will teach Rowen the basics of division numbers. For the area, I will teach Rowen how to find the formula of are and how to use it.
What can you do differently to help learners understand how they can improve?
To help the learners to understand how they can improve are I will find and make sure I understand and know the learner’s problem. After that, I will discuss with the learner privately or individually. Because every learner has a different problem, we can not make it the same. But we must find the solutions for the problem according to the learner’s problem. When I am already discussed with the learners and I already get all the information I needed, I make a plan to help my learner’s problem. Maybe I will give my learner remedial for the strange learners, and I will give enrichment for the weak learners according to the problem of learners. When I give enrichment or remedial, I will give my learners of moral value behind the learning. With the questions “why we must learn math?” or “why we must live?”. I will do this until my learners get the indicators or the topic they have a problem with the learning process.
How can the way you approach formative assessment support learner progress?
The way I will approach formative assessment support for my learner’s progress is when I am teaching in the class, I will focus on the indicator of the subject. Because the indicator is a mind idea for the learner’s progress when the learning processes. I will make sure my learners get the indicator when the learning activities well with do the formative assessment. If my learners still can not grab the indicator or they get low scores, I will the enrichment to help my learners get the indicators. After that, I will give the formative assessment to them with another assessment.
On the other hand, I will make the formative test according to the indicators. The indicators are like the way or light for the learners and the teacher when we do the learning activities. When I make the questions for the formative assessment I not only make one type of question, but I will make a minimum of two types of questions. I make two types of questions to make my formative assessment is fair for the learners.
The focus of a formative assessment is feedback for the student and teacher. It will show how well the students have achieved the learning objectives. So the formative feedback is an ongoing process and helps the teacher to better understand the limitations of student’s knowledge and give ideas on how to improve. Formative feedback, especially prompt feedback, can increase students’ motivation, boost their confidence, and direct them to solve learning problems by themselves. At the last of the activities, the learners can say “I can do it by myself”.
What feedback would you provide to the learners to help them improve?
The feedback I will provide to the learners to help them to improve their learning process is positive and magic words feedback. Positive feedback can help inner teachers our learners to grow up. Also, we can make our learners more confident when they learn or do the assessment. Also, positive feedback can help our learners to more eager to learn without the teacher.
When I give feedback, I will use magic words to take my learner’s feeling and their hearts. The example of magic words is: “please, can I, thank you, you are best in … but…etc”.
Maybe some of us asked about, can we use negative feedback or bad words for our learners?. in my opinion is yes, but be careful with the sensitive learners. They will sad and get down when they not yet ready to hear negative feedback with bad words. Here is the art of the teachers, how to use verbal feedback with the correct way situations.
The example of feedback I will give to improve my learners is, “Ananda Kadek Amber Wati Chapman shows good understanding towards the learning materials this term. However, she needs to be more focused on completing the tasks given. Also, she needs more practice at Math and Bahasa Indonesia. In math, she needs practice and repeating the multiplication, division, and polygon. In Bahasa Indonesia, she needs to understand the meaning of words and sentences. Socially, she still has a problem with new friends in the class. A bit of difficulty how to do socialist with the other students from the other grade. But, Ananda Kadek Amber Wati Chapman so a nice and disciplined student. Be yourself and be more confidences, dear Ananda Kadek Amber Wati Chapman!”
What type of questions could you ask to improve the formative feedback you give?
The type of question will I ask to improve the formative feedback is the types of questions that can inspire my learner’s enthusiasm for learning and the willingness to do the assessment given.
The example type of questions could I ask to improve the formative feedback from my learners is, “did you have any difficulties when you assess math? Please, lets me know, and then I can help you!
Is it important for learners to respond verbally to formative feedback – is this a two-way or one-way conversation?
I think responding verbally to formative feedback with two-way conversation is well and useful for our learners. Because we can to know what the problem or difficulties from our learners. On the other hand, we can talk heart to heart. Also for our learners, they can feel if the teacher respect, cares, and stay with them to help them.
How would you provide this feedback? Verbally, written or both?
I think it better we provide the feedback verbally and written. Because this will help and use full for the learners also the parents. I can give feedback verbally to the learners, but for the parents, we can not give verbal feedback. The parent also must know how their child progress. On the other hand, we can make collaborate with the parents to help ours learners’ problems. Parent do their job from home, the teacher will do theirs best from school. Great collaborations will solve our learner’s problems.
Could you improve the success criteria to help learners know how they might improve?
In the daily activities in the class, as a teacher, I can improve the success criteria according to the indicators. We can improve the success criteria, but we cannot improve the indicators. I improve the success criteria to help my learners to understand and get their indicators. Because I know what my learners need and use to get and understand the indicators. That why in success criteria I always make more than one success criteria.
Are there any other factors you would consider that might inform the formative feedback that you give?
The other factor I will consider that might inform the formative feedback to my learners is how they can use the feedback for their progress in the next term, next semester, or academic years. The factor I consider is how the learners can manage their time to get their best future. Because we know the learner’s future stays in their hands.
This feedback would support my learner’s progress if they already understand the meaning of life and their goals in their life. As a teacher, we must make sure our learners have goals they must get in their life for the best future. Not only get the topic or indicator in the class but what the function of indicator for our learners lives next.
If these were your learners, what classroom activities would you have to put in place to ensure your feedback is effective?
The classroom activities would I have to put in place to ensure my feedback is effective is the group and individual class discussion. In the group class discussion, I can find the feedback from the others learners to help my to find the others learners problem. Also, I can use group class discussions to teach the other learners how they can get and understand the topic and indicators. In these activities, I can give feedback to general learners. But if this activity can not help some learners, I will use individual class activities with different ways of teaching with the personal approach according to the learner’s need.
This my reviewed the work of both learners A (Yasmin) and B (Rowan) and my feedback to provide the learners to help them improve in their learning prose’s for their great future.
If you have any feedback or suggestions, please!
I Gede Saman