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Practice - Coggle Diagram
Practice
Afl
Learning design
Strategy for long projects (p. 93)
Build in formative checkpoints along the way (Pg 93)
Started with a brief conference
Deliverable - initial strategy to solve the case
Read the case together - had initial discussion (assessment)
Second conference
Feedback on the initial strategy
Opportunity to revise the strategy
Where the learner is?
Discussion about the strategy
Assessed that the concepts were very new
Third conference
Feedback on strategy
Identification of key concepts
Instruction on some concepts
new concepts require more teacher regulation Brookart (2017, p. 79)
Significant new information needed to be given
"Feedback can only build on something..." Hattie (2007, p. 104)
Direction on resources to study other concepts
Devote time to feedback Hattie (2007, p. 103)
Automate tasks
Concept teaching - you tube
Where the learner is (assessment) - discussion about strategy
Deliverables
Revise strategy
Study concepts
Ask questions
Build financial analysis in excel
Series of "conferences" or sessions
Wharton Case Study
Investment analysis
Ideas that influenced practice
Susan Brookhart - How to give effective feedback (2017)
Plan lessons with opportunities to use feedback Brookhart (2017, p. 77)
Strategy for long projects (p. 93)
Build in formative checkpoints along the way (Pg 93)
Impact on student outcomes (next slide)
TVM concept applied repeatedly and correctly used
Financial analysis in excel
Research data to support assumptions
Context
11th grade IB DP student
Little business/finance experience
Concept
Time Value of Money
Financial Analysis
Brookhart (2017, p. 79)
"Modeling is one of the best ways to teach"
Financial Analysis
Demonstrate a similar, but simple financial analysis in excel
instructor and self-feedback used to build analysis
Self-feedback
Modeled giving myself feedback
Change assumption - see result - do again
Create environment open to criticism Brookhart (2017, p. 79)