Leaving Certificate
Mathematics
Learning Intention
From the syllabus:
Students working at both Ordinary Level & Higher Level should be able to:
Make decisions based on the empirical rule
Distributing the Assignment
The assignment is distributed while making the learning intention and success criteria explicit.
teacher providing Feedback
Types of Feedback
The example below shows effective feedback from the teacher (or a peer) can be shared using online comments. The comments are structured using an example, scaffold and reminder prompts (Clarke, 2005).
Example prompt
An example prompt can be successful with all students, but particularly those who require additional support, e.g.:
We know the normal curve diagram gives use the positions of 1, 2 and 3 standard deviations from the mean, however, we need to know where our values sit, which whole number of standard deviations will our answers sit between?
Scaffold prompt
A scaffold prompt scaffolds the learning for students who need more support than a simple reminder, e.g.:
Have you considered where these points sit on the diagram of the normal curve? Hint: Refer to the diagram of the normal curve from your notes.
Reminder prompt
A reminder prompt is most suitable for able learners, e.g.:
In the first image below, the first sentence in the feedback would be a reminder prompt, "This should help with the second question"
Here we can see the teacher providing some feedback to the student based on the success criteria. The first two images show some feedback around specific areas of the student work and the final image is a more general comment around the piece of work
Completed student work
Once the feedback has been acted upon, the student can resubmit the piece of work. At some point in the future the student may decide to include this piece of work in their showcase, if so they should reflect on why they chose this piece of work and include this reflection along with the piece of work in the showcase