AS4ODFL (PAC) Feedback and collaboration

Read the ‘Globalisation Activity’ example again. While you read think about feedback and collaboration.
Think about these questions:

  1. To what extent do the tasks in that activity give opportunities for student collaboration?
  2. How does that collaboration facilitate feedback?

Please post your responses to these two questions by clicking on the reply button below. Join in the conversation by replying to other people’s comments too.


students can explore and search for new ideas and then share this new ideas and do self evaluation after the teacher has gone through the lesson. the students also are now allowed to think outside of the box, and enables student to search for more information and broaden their thoughts more upon what they already know. In that way they learn more new knowledge and skills.

Provide time for students to express and search thier view on the lesson and how far they’ve understood the lesson.
This solution will help students to well gain what is being taught.

The tasks give the students the opportunity to share ideas as a team but also take ownership of their own learning, as each one goes away to do their own research. At the end of the activity, coming back together to share and receive comments helps big-time for improvement and motivation.

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  1. Working in groups and presenting their ideas to their peers is evidence of student collaboration. These strategy may seem time consuming but with more practice and mastering the implementation of such strategy, it becomes one of the most effective strategies for student learning.
  2. Individuals or groups are given the opportunity to comment or respond to group presentations or findings. Teacher facilitates the discussions and builds on the prior knowledge of the students. This motivates and helps students to change their thinking about a concept and enables them to comprehend better.

Thank you, you make engaging comments about time, motivating students, sharing and student responsibility and agency.
You have moved ahead quickly. We will really appreciate more of your input on the earlier activities too. You make valuable contributions.
I wonder if you will still agree with your responses when you read them again towards the end of the course.

  1. The task in this activity has given opportunity for student collaboration to a wider extent.
  2. collaboration enabled students to share their work and receive feedbacks from each other. comparing their ideas and agreeing on a common idea. working individually and then in groups help students share their work too and discuss to know if they are doing the right thing.
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In regard to number 1 question, group working think is much essential that ideas drawn from the student collaboration will benefit them in the long term learning. Student themselves express their view on the lesson and allow them to explain it in their own way. This is becoming one effective strategies for student learning.
Number 2, students themselves and the teacher are given the opportunity to provide feedback. This will help the students to learn.

Group work and presentation is a perfect opportunity for collaboration. Students who are put into a group to complete an activity are allowed equal chance of participating more positively to their own learning while they build on each others prior knowledge and experiences. Allowing students to comment on each presentation is very important.

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Make them sharing their own ideas and findings and then present to the whole class.
This could manage time in class

Giving more times to students to argue on the (results) findings could make them learn fast as well
Providing proper and correct feedbacks would make the students easier to understand

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When students share ideas,they learn best because it more student centred and that it
enhanced collaborative learning. Students may also feel the sense of ownership from their own work or ideas
Giving feedbacks shows how well a student achieve the lesson outcomes or meets the lessons expectation.

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Students learn more when you put them in groups. Of course it is time consuming and we can also see that there are some students who do not like working in groups, but they will surely learn something from one another.
By doing so, teachers can give feedbacks that can be discussed among them and improve on later activities.

‘Globalisation Activity Task’ in small groups and or individual ‘promotes participation and collaboration’ …’ working together to solve problems… deepends students learning and builds collaboration skills’ edutopia.
‘So many times as educators, we are so bound by the standards, we forget the importance of building a collaborative culture. Great student collaboration does not just happen. It must be built and continuously facilitated’ Tech&Learning

Student can really understand the concept and do their own evaluation and when they came into groups works they share their ideas and understanding and others have an advantages of getting a new ideas of a particular topics or units. However, students also allowed them to search a new information and broaden their understanding in that concepts, hence it gives them confidence it theirlearning.

Yes, agree, referring to my time in high school working in groups is more helpful. Sometimes I was lack of understanding the concept and doubt myself and when it comes to groups works, all my doubt are being cleared because some smart student share their ideas and their views about the concept covered, hence group work is more effective.

To what extent do the tasks in that activity give opportunities for student collaboration?
A good extent where students can meet and provide additional information hence substantiate or elevate an understanding of the matter at hand.
How does that collaboration facilitate feedback?
The collaboration created a pool of information/data where students are guided to confirm/affirm/clarify/substantiate/elevate their current understanding of the issue. The collaboration provided an avenue of “collection” which will be of good use for their needed integration to enhance their work outputs.

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It is true that some students do not like group work, and sometimes for good reason. Group work is one way of building collaboration, but it is not the only way. There are many ways of creating a collaborative culture as part of teaching and learning. Like you have in this course, students can share, respond to each other. How else can we build a collaborative culture?
Also, stop and think about your own learning in Learning Challenge One and Learning Challenge Two of this course:

  1. Who did you receive feedback from?
  2. What form did the feedback take?
  3. Was the feedback part of assessment of learning, for learning, as learning, or a combination?
  4. How was it helpful? What would you do differently to make feedback in this course more useful?
    What role does giving AND receiving feedback play in creating a collaborative learning culture?

Feedback and Collaboration I guess is our new normal? ‘Collaborative feedback is a method of giving feedback that takes away the antagonism and replaces it with a positive, look-forward approach’. source link
‘For teachers, feedback is an essential part of formative assessment that guides adapting instructions to meet learner needs. For a student who leads this process feedback shapes growth and builds up confidence in their competnecy’. source link

depending on the purpose of the activity, different activity given to students have certain extent of student collaboration with each other and the teacher. feedback regarding those activity always varies with that type of activity and the amount of time spent and effort in completing the task.

  1. Students collaboration. This activity shows students share and recall what prior knowledge and thoughts they have among their peer groups before and even after their research. The opportunity here is they may learn best by exchanging ideas and thoughts about its definition and the caption to explain different aspects of globalization.
  2. When students come together in peer groups as well in class presentations to present and discuss their findings to this task given, it is obvious that individual students will learn a lot from the exchange of ideas. Comments and recommendations that may come from small gruops, colleagues or even teachers would broaden their understanding on this concept