NJY Thrive Reflection

What is an exemplary work of a student with feedback literacy? Someone who can provide feedback to peers and encourage feedback uptake? Someone who sees feedback for improvement even when the feedback message as inappropriate? What is the difference between peer feedback and subject-domain evaluation? Can peers provide feedback beyond task and process level, such as working attitude and self-regulating strategies? What will then be an exemplary dialogue in feedback? What element will the dialogue be like?

 Three essential elements that define the complexity of task: (1) Product or demonstration of performance (2) required act or activities to complete the product (3) information cue for the activities (Wood, 1986) In D&T - information cue seems to be missing that making coursework "time consuming" for the students Products are (1) Journal, (2) Artefact and (3) Presentation Board Required acts for producing a journal are observable behavioural activities such as internet researching, sketching, photo-taking, interviewing, selecting material, testing mocking etc and the unobservable cognitive activity such as the decision of keyword use and adjustment Required acts for producing an artefact are workshop processes, troubleshooting etc Required act for producing a presentation board drawing and rendering or CAD Required information cues for internet research are product trends to satisfy current demand (aesthetic, features), the technology required for functionality, ...

 J is on leave for a month and is out of Singapore. This is an example of how technology could enable learning.  The key aspect of the lesson is recorded, feedback is given via Padlet and when uptake is not done, followed up with Whatapps to go through one at a time. At the same time, gathering if the writing feedback is ok.

Heron's (2021) paper on feedback, talk is differentiated from verbal feedback and extends dialogic feedback, viewing feedback talk as teaching from the teacher's perspective. One-to-one talk (like in an interview) is quite different from a one-to-one talk (like in a focus group discussion) Using edupuzzle to help low achievers to process feedback information "Carless and Boud (2018) argued that even if the quality of feedback information is improved, without designing opportunities for students to be involved, feedback processes would not be successful" -from Nieminen et al. (2022).