Feedback Supportive learning environment Differentiation Feedback to students Consider the individual needs of your students Teachers: including gifted and talented, ESL and – plan opportunities for conversations to students requiring additional support. provide ongoing feedback (spoken and written) and encouragement to students on For information to the Australian their strengths and areas for improvement Curriculum, Assessment and Reporting reflect on and review learning opportunities Authority (ACARA) web pages on student to individualise learning experiences required diversity: provide multiple opportunities for students to experience, practise and improve knowledge, processes and skills. Further information for Queensland state schools can be found as part of the P-12 Students: curriculum, assessment and reporting identify what they can do well and what they framework and associated resources: need to improve provide feedback to a peer on interaction skills and suggest some strategies for improvement (written and spoken feedback). Reflection on the unit plan At the conclusion of the unit, teachers can reflect on the unit for future planning by answering the following questions: What worked well in this unit? What was a stumbling block? How would you refine it? What trends and gaps in learning have you identified? How will you build on these learning experiences next term and beyond?
Feedback Supportive learning environment Differentiation Consider the individual needs of your students – including gifted and talented, ESL and students requiring additional support. For information to the Australian Curriculum, Assessment and Reporting Authority (ACARA) web pages on student diversity: Further information for Queensland state schools can be found as part of the P-12 curriculum, assessment and reporting framework and associated resources: Feedback to students Teachers: plan opportunities for conversations to provide ongoing feedback (spoken and written) and encouragement to students on their strengths and areas for improvement reflect on and review learning opportunities to individualise learning experiences required provide multiple opportunities for students to experience, practise and improve knowledge, processes and skills. Students: identify what they can do well and what they need to improve provide feedback to a peer on interaction skills and suggest some strategies for improvement (written and spoken feedback). Reflection on the unit plan At the conclusion of the unit, teachers can reflect on the unit for future planning by answering the following questions: What worked well in this unit? What was a stumbling block? How would you refine it? What trends and gaps in learning have you identified? How will you build on these learning experiences next term and beyond?