I need an academic reply post 150 words no more on feedback

I need an academic reply post 150 words no more on feedback during a maths lesson video. The post must reply to the peers post using critical thinking. This post must be linked to literature. And the 5 sources provided must be used. APA 7th edition. I have provided an exemplar below Please use paragraph and a topic sentence for each paragraph.

The peers post: Lisa Teuma

Sources to be used: Please uses these sources:

Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. https://www.aitsl.edu.au/standards. 

Davies, A. (2000). Feedback. . . feed forward: Using assessment to boost literacy learning. Primary Leadership, 2 (3), 53-55.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81- 112.  https://www.proquest.com/docview/214113991?accountid=17227&parentSessionId=V2LpoHG0gu8NgUhdm4npnRq2ptA4df5PyESudiZ4&sourcetype=ScholarlyJournals.

University of New England (UNE). (2016a). Stage 3 Maths lesson [Video]. https://mylearn.une.edu.au/mod/page/view.php?id=2889300.

University of New England (UNE). (2016b). Stage 3 maths lesson commentary [Video]. https://mylearn.une.edu.au/mod/page/view.php?id=2889299.

Exemplar: Please do not copy or plagiarise.

Response:

During Hurst’s (UNE Purple Forum, 2024), empirical examination of the online professional experiences, Stage 3 Maths Lesson video, (2016), Hurst encapsulates the importance of the many forms of feedback she observes, especially the feedback about the task,(FT), (Hattie and Timperley, 2007).

Furthermore, Adie et al., (2018), thoroughly endorses the need for student and teacher feedback, (Hattie and Timperley, 2007), on a dialogic level, to bring about a harmonious relationship between both the teacher and the student’s willingness to participate in the learning journey. Adie et al., (2018), claims there is a need for a balance between a teacher’s explicit, instructional teaching, and a student’s move into self-regulatory feedback,(FR), (Hattie and Timperley, 2007).

Adie’s et al., (2018) concludes students require sufficient feedback to be able to begin the process of linking relevant pieces of information together forming their own pathway for learning, through self-regulatory feedback (FR), (Hattie and Timperley, 2007), aligning with Standard 5.2, (Australian Institute for Teaching and School Leadership, [AITSL], 2017).

References

Adie, L., van der Kleij, F., & Cumming, J. (2018). The development and application of coding frameworks to explore dialogic feedback interactions and self-regulated learning. Learning Sciences Institute Australia, Australian Catholic University, Brisbane, Australia

Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. EISSN: 1935-1046

Hurst, E. (2024, March 28). EDUC 106 Teaching Practice 1, [Discussion forum post-purple group week 5 discussion], UNE

MyLearn, https://mylearn.une.edu.au/mod/forum/discuss.php?d=2282522

Online professional experiences, UNE. (2016, March 31). Stage 3 Maths Lesson, [Video]. EDUC 106, online practical experiences, University of New England.

 EDUC 106 Week 5 Proof of Response post Catherine White 220012368.docx

PermalinkShow parentReply

◄ An Important Message from your UC 🙂

Week 5 – Initial post ►