{"id":6835,"date":"2021-02-22T22:04:07","date_gmt":"2021-02-22T22:04:07","guid":{"rendered":"https:\/\/course.oeru.org\/nzext100\/?page_id=6835"},"modified":"2021-02-22T22:04:07","modified_gmt":"2021-02-22T22:04:07","slug":"feedback-and-practice","status":"publish","type":"page","link":"https:\/\/course.oeru.org\/nzext100\/modules\/teacher-for-learning\/feedback-and-practice\/","title":{"rendered":"Feedback and practice"},"content":{"rendered":"
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\u201c\n<\/td>\n Success has to do with deliberate practice. Practice must be focused, determined, and in an environment where there’s feedback.\n<\/td>\n \u201d\n<\/td>\n<\/tr>\n
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\u2014Malcolm Gladwell<\/cite><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


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Feedback and practice<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t
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The principle of goal-directed practice and feedback refers to students needing numerous opportunities to work toward the goals that have been set and<\/i> to receive explicit feedback. Feedback is most effective when it is provided at the right time for the learner. Often, we design our assessments at the end of the learning to measure the final product, and we do not provide sufficient opportunities to scaffold learners toward the goal. The latter is known as formative assessment, and can be immensely beneficial to us as teachers in determining if our learners are on track. It is even more important for our learners to discover for themselves about how well they are performing and how they can improve in particular areas.\n<\/p>\n

In-class strategies<\/span><\/h4>\n

Here are some strategies for applying formative assessments:\n<\/p>\n