Conferences
Mention 3 phrases you can use to ask questions politely in a conference
I was wondering…
Sorry if I missed this, but…
When you talked about…
Going back to…
Thank you for the presentation.
I would like to ask…
Situation: Simplify the expression: (x2+2x+1)/(x+1)(x^2 + 2x + 1) / (x + 1)(x2+2x+1)/(x+1)
Student’s Answer: x2+1x^2 + 1x2+1
Teacher’s Response: “Actually, that’s incorrect. When you divide (x2+2x+1)...
Direct Correction
What is this Method?
Structure:
1-Ask what went well
2-Add your positive comment
3-Ask what to improve
4-Give your suggestion
The Pendleton Model
Use it when: You want a friendly, reflective talk after a lesson or activity.
When do you use the Direct Correction Model for feedback delivery?
Use it when there is a clear error in math and you want to fix it quickly.
Read the phrases. Can you guess the feedback model?
“Be careful, it should be…”
“Let’s say it like this instead…”
“Can you repeat the correct version?”
Direct Correction
What is the EDGE Method and when do you use it?
Structure: Explain – Demonstrate – Guide – Enable
Use it when: You want to teach or correct a step-by-step process (e.g., showing a formula).
Read the phrases. Can you guess the feedback model?
“First, I’ll explain what to do.”
“Now, let me show you.”
“Let’s try it together.”
“Now you can do it on your own!”
“I’ll help if you need.”
EDGE
Classify this sentence as Fact/Opinion:
I think my students are great!
20% of my students had low grades in the last quiz.
I think my students are great! (Opinion)
20% of my students had low grades in the last quiz. (Fact)
Mention two "don'ts" when providing feedback
Don’t just give students the answer. Instead, guide them through the process.
Don’t assume students learn like you. Always consider multiple ways of explaining something.
Don’t assume students understood because they said so. Try giving them opportunities to show what they have learned.
Don’t just say, “Good job!” Try telling them the reason why it was a good job.
Don’t correct everything at once, reducing your students’ learning. Instead, focus on what is important.
Don’t just give negative feedback. Remember to also notice what your students are doing well.
Don’t over generalize. Provide the necessary information for students to understand.
Don’t neglect student reflection. Provide a space for them to think of what they have done and what they have learned.