Conversations about Learning
As we move into Term 4, it is important to remind students that a significant part of the learning process is feedback.
All students, no matter the age, benefit from having conversations about what they have been learning. We encourage families to ask the below questions:
- What was the main learning focus (intention) in your period 3 class today?
- Can you explain it to me?
- What did you have to do to apply this learning?
- What are your next steps to deepen your understanding?
- If you got stuck; what did that feel like?
- What did you do to get unstuck?
- What are your strategies for correcting any errors?
Remember that mistakes are a crucial part of learning and indicate that the learning is pitched at the right place. Mistakes should be recognised and celebrated to show that they are part of the learning cycle and not something to avoid.
Formative feedback is designed to help students understand what they need to do next, how learning from mistakes supports learning growth and the importance of using teacher advice to implement change and develop strong approaches to learning.
You will notice in this edition of Synergy and in previous editions that we celebrate outstanding achievements in co-curricular programs and academic achievements. At the heart of sporting and music performances is the ability for athletes, musicians and competitors to seek out feedback because they understand it is vital for improving performance. When feedback is provided, they understand that they need to do something with the advice and that this often involves persistence and commitment. With constant practice, they begin to see improvement which in turn provides motivation to achieve even greater performance over time.
In the last few weeks, we have also had Parent Student Teacher Conferences – the dialogue that we encourage between student, parent and teacher is about engaging in feedback to support progress in learning. I encourage parents and carers to open up conversations with their child about the importance of seeking feedback – not just the grade – and then using the feedback their teachers provide to improve their academic performance.
The benefits of doing so are clearly evident in the learning of music or in the sporting arena. Competitors don’t just want to know whether they won or not, they want to know how they can perform better in the future. Why would this approach not be equally applicable in how students succeed in their studies?
I believe our students have great capacity, and supportive people and structures at home and at school that work together to help them achieve. And why do we do this? Academic success leads to broaden future pathways but, most importantly, it also leads to a greater sense of achievement, wellbeing, confidence and self-fulfilment.
Joanna De Bono - Deputy Principal, Learning & Staff
