{"id":21,"date":"2021-09-21T16:41:18","date_gmt":"2021-09-21T15:41:18","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/?page_id=21"},"modified":"2022-01-13T11:37:29","modified_gmt":"2022-01-13T11:37:29","slug":"module-3","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/module-3\/","title":{"rendered":"Module 3"},"content":{"rendered":"<section id=\"builder-section-panels_11\" class=\"builder-section-first builder-section builder-section-panels builder-section-last accordion-mode\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"ttfmp-accordion-container\" data-height-style=\"\"  data-start-collapsed=\"false\">\n<div id=\"ttfmp-panels-item-title-panels-item_19\" class=\"ttfmp-panels-item-title\">\n\tModule 3 &#8211; Content<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_19\" class=\"ttfmp-panels-item-content\">\n<p><span class=\"TextRun SCXW72978731 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW72978731 BCX8\">If you have any accessibility requirements or would like to request the course content in a different\u00a0<\/span><span class=\"NormalTextRun SCXW72978731 BCX8\">format,<\/span><span class=\"NormalTextRun SCXW72978731 BCX8\">\u00a0please contact\u00a0<\/span><\/span><a class=\"Hyperlink SCXW72978731 BCX8\" href=\"mailto:amy.johnson@educationscotland.gov.scot\" target=\"_blank\" rel=\"noreferrer noopener\"><span class=\"TextRun Underlined SCXW72978731 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW72978731 BCX8\" data-ccp-charstyle=\"Hyperlink\">amy.johnson@educationscotland.gov.scot<\/span><\/span><\/a><span class=\"TextRun SCXW72978731 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW72978731 BCX8\">\u00a0and\u00a0<\/span><\/span><a class=\"Hyperlink SCXW72978731 BCX8\" href=\"mailto:hannah.brown@educationscotland.gov.scot\" target=\"_blank\" rel=\"noreferrer noopener\"><span class=\"TextRun Underlined SCXW72978731 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW72978731 BCX8\" data-ccp-charstyle=\"Hyperlink\">hannah.brown@educationscotland.gov.scot<\/span><\/span><\/a><span class=\"EOP SCXW72978731 BCX8\" data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">In this module we will explore how:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Our interactions with the learner are a key aspect of the learning environment.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">The assumptions we unwittingly make about gender can influence the way we interact with, talk to and provide feedback to learners, leading to differences in the type of\u00a0feedback \u202freceived.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Individual interaction and feedback can have either a positive or a negative effect on a child\u2019s learning.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-aria-posinset=\"4\" data-aria-level=\"1\">The type of feedback and how feedback is delivered is closely linked to the development of self-confidence.<\/li>\n<\/ul>\n<p><span data-contrast=\"none\">The module will reflect on how careful planning of interaction and feedback can help develop\u00a0confidence\u00a0by:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">How we talk to individuals \u2013 exploring 1:1 feedback and checking for patterns by\u202fgender<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Being aware of the ways in which we might unconsciously differ in the way we talk to, and provide feedback to, learners of different genders.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Careful planning and design of activities, tasks, questions and deployment of feedback.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Considering the type of feedback, and providing the reason for giving feedback.<\/span>\u00a0<\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">Note that the term \u2018feedback\u2019 here, is used to cover all forms of individual interaction within a learning environment. \u202fThis includes formal feedback about a piece of work, informal comment, and the ongoing interactions that are central and key to successful play pedagogy.<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Patterns in how we talk to individuals can be observed when the type of feedback is examined by\u202f<\/span><a href=\"https:\/\/igbeclpl.wordpress.com\/2020\/01\/21\/glossary\/\"><span data-contrast=\"none\">gender<\/span><\/a><span data-contrast=\"none\">.\u00a0Dweck\u00a0et al. (1978) suggest that girls tend to receive less negative feedback in general, but\u00a0the majority of\u00a0this feedback tends to focus on the quality of their\u00a0work \u202fat\u00a0a \u2018<\/span><a href=\"https:\/\/igbeclpl.wordpress.com\/2020\/01\/21\/glossary\/\"><span data-contrast=\"none\">task level<\/span><\/a><span data-contrast=\"none\">\u2019 (described below).<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Boys tend to receive more negative\u00a0feedback\u00a0but it tends to be focused on aspects unrelated to their work (e.g.\u00a0behaviour and therefore relating to \u2018<\/span><a href=\"https:\/\/igbeclpl.wordpress.com\/2020\/01\/21\/glossary\/\"><span data-contrast=\"none\">self<\/span><\/a><span data-contrast=\"none\">\u2019).<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Most of the positive feedback boys receive is work focused whereas for girls the positive feedback can be based on non-intellectual aspects of their work (e.g.\u202f neatness, effort, behaviour). Often for boys, the feedback they receive either does not affect\u00a0their\u202f<\/span><a href=\"https:\/\/igbeclpl.wordpress.com\/2020\/01\/21\/glossary\/\"><span data-contrast=\"none\">self-efficacy\u202f<\/span><\/a><span data-contrast=\"none\">or increases it.\u202f Often for\u00a0girls, \u202fthe\u00a0type of feedback they receive can decrease their self-efficacy and lead them to believe ability is\u202f<\/span><a href=\"https:\/\/igbeclpl.wordpress.com\/2020\/01\/21\/glossary\/\"><span data-contrast=\"none\">innate<\/span><\/a><span data-contrast=\"none\">\u202fand can\u2019t be changed (Dweck, 1978).<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">A factor impacting and determining how well pupils receive and understand feedback, motivate themselves and persevere in the face of difficulty, is self-efficacy. There are gender differences in self-efficacy with girls tending to have lower self-efficacy even when their actual performance does not differ from that of boys (Fredericks &amp; Eccles, 2002; Herbert &amp; Stipek, 2005; OECD, 2015).<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Feedback can encompass comments, clarification, criticism, confirmation, content development, constructive reflection, correction, cons and pros, commentary and criterion (Hattie and Clarke, 2019). Click\u202f<\/span><a href=\"https:\/\/igbeclpl.wordpress.com\/2020\/03\/20\/what-do-we-mean-by-feedback\/\"><span data-contrast=\"none\">here<\/span><\/a><span data-contrast=\"none\">\u202ffor an expansion of these terms.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">According to Hattie and Timperley (2007) feedback can be given at\u202f<\/span><a href=\"https:\/\/igbeclpl.wordpress.com\/2020\/01\/21\/glossary\/\"><span data-contrast=\"none\">task level, process level, self-regulation level and self-level<\/span><\/a><span data-contrast=\"none\">\u202f(Self-level is the least effective for deep processing and mastery of tasks and process\/self-regulation level has the most impact). Below is a diagram that exemplifies\u00a0this followed by some examples of what these types of feedback would look like in practice. You may recognise aspects of\u202f<\/span><a href=\"https:\/\/igbeclpl.wordpress.com\/2020\/01\/21\/glossary\/\"><span data-contrast=\"none\">self-regulatory\u202f<\/span><\/a><span data-contrast=\"none\">feedback from\u202f<\/span><span data-contrast=\"auto\">Module 1<\/span><span data-contrast=\"none\">\u202fand Austin\u2019s Butterfly.<\/span><\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-65\" src=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07153707\/module-3-flow-diagram.jpg\" alt=\"\" width=\"1024\" height=\"456\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07153707\/module-3-flow-diagram.jpg 1024w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07153707\/module-3-flow-diagram-300x134.jpg 300w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07153707\/module-3-flow-diagram-768x342.jpg 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/p>\n<figure id=\"attachment_66\" aria-describedby=\"caption-attachment-66\" style=\"width: 956px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-66 size-full\" src=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07154031\/module-3-table.png\" alt=\"\" width=\"956\" height=\"522\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07154031\/module-3-table.png 956w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07154031\/module-3-table-300x164.png 300w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07154031\/module-3-table-768x419.png 768w\" sizes=\"auto, (max-width: 956px) 100vw, 956px\" \/><figcaption id=\"caption-attachment-66\" class=\"wp-caption-text\">Adapted from Hattie and Clarke (2019) Visible learning \u2013 feedback<\/figcaption><\/figure>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">The design of tasks and questions ultimately determines what type of feedback can be provided.<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Being conscious of the tendency for unintentional patterns in interactions and feedback and being able to plan questions in advance can circumvent the issue.<\/span> <span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Planning the type of feedback in advance, and providing the reason for giving feedback i.e. emphasising high standards followed by reassurance you think the pupil can achieve them (Yeager et al., 2014; William, 2017; Bartlett, 2015), can help to mitigate the tendency for gendered feedback.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Structuring the initial task in a way that has a broad appeal to a wide range of audiences, elicits thinking and makes thinking visible (Rosenshine, 2012;\u00a0Ritchhart\u00a0and Perkins, 2008) can also help mitigate these effects.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Trust is needed for feedback to be effective in the first place, \u202fand to lead to increased effort, motivation or engagement.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Gender differences in self-efficacy should be acknowledged\u202fwhen striving to improve learners\u2019 motivation to seek improvement.\u00a0Likewise\u00a0when endeavouring to improve learners\u2019 ability to persevere in the face of critical feedback.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_25\" class=\"ttfmp-panels-item-title\">\n\tModule 3 &#8211; Examples and case studies<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_25\" class=\"ttfmp-panels-item-content\">\n<p>This section contains some examples for reflecting on the themes above. You might like to consider, for your context:\u00a0<\/p>\n<ul>\n<li>From the literature below, what could be trialled in your setting\/classroom when providing feedback?<\/li>\n<li>Do you foresee any differences in how learners of different genders might respond?<\/li>\n<li>How will you try to mitigate for these differences?<\/li>\n<\/ul>\n<p>Both sources below should be of interest, however number 1 is likely to be most relevant for ELC practitioners and number 2 is likely to be most relevant for primary and secondary practitioners.\u00a0<\/p>\n<ol>\n<li><span class=\"TextRun SCXW51779104 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW51779104 BCX8\">This excerpt is from Care Inspectorate document \u2018<\/span><\/span><a class=\"Hyperlink SCXW51779104 BCX8\" href=\"https:\/\/www.careinspectorate.com\/images\/documents\/4704\/Gender%20equal%20play%20in%20early%20learning%20and%20childcare.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><span class=\"TextRun Underlined SCXW51779104 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW51779104 BCX8\">Gender Equal Play in Early Learning and Childcare<\/span><\/span><\/a><span class=\"TextRun SCXW51779104 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun ContextualSpellingAndGrammarErrorV2 SCXW51779104 BCX8\">\u2018 (<\/span><span class=\"NormalTextRun SCXW51779104 BCX8\">2018), page 10.<\/span><\/span><\/li>\n<\/ol>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-69\" src=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07154731\/Module-3-care-inspectorate.png\" alt=\"\" width=\"889\" height=\"613\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07154731\/Module-3-care-inspectorate.png 889w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07154731\/Module-3-care-inspectorate-300x207.png 300w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2022\/01\/07154731\/Module-3-care-inspectorate-768x530.png 768w\" sizes=\"auto, (max-width: 889px) 100vw, 889px\" \/><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/module-3\/suggested-methods-for-feedback%e2%80%afinterventions\/\"><span data-contrast=\"none\">2. Suggested methods for feedback interventions<\/span><\/a><span data-contrast=\"none\">\u202fexplores advice for providing feedback. The page goes into more detail about the below:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ol>\n<li data-leveltext=\"%1.\" data-font=\"Arial,Times New Roman\" data-listid=\"14\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Feedback should link explicitly to the process rather than praising effort or non-intellectual aspects of work.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"%1.\" data-font=\"Arial,Times New Roman\" data-listid=\"14\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Create opportunities for learners to unpick and understand where learning might have gone wrong and build their capacity for self-assessment<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"%1.\" data-font=\"Arial,Times New Roman\" data-listid=\"14\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Feedback needs to be actionable, precise and allow time for leaners to respond to feedback<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"%1.\" data-font=\"Arial,Times New Roman\" data-listid=\"14\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Design the task so that it lends itself to highly effective feedback by making thinking visible<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"%1.\" data-font=\"Arial,Times New Roman\" data-listid=\"14\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Check how learners have understood the feedback provided<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"%1.\" data-font=\"Arial,Times New Roman\" data-listid=\"14\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">For feedback to be received in a meaningful way, the student needs to trust the teacher.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ol>\n<p><span data-contrast=\"none\">For each item, there\u00a0is\u00a0\u00a0an\u00a0example\u00a0of what the action might look like and some \u2018things to consider\u2019. Planning tasks, questions, and possible practitioner responses in advance should help limit the potential for unconscious bias and should lead to high quality interactions that enable every learner to reflect and improve.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p>\u00a0<\/p>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_42\" class=\"ttfmp-panels-item-title\">\n\tModule 3 &#8211; Reflection<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_42\" class=\"ttfmp-panels-item-content\">\n<p><span data-contrast=\"none\">This section contains some prompts for reflecting on the themes above.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">The following links take you to some hypothetical transcripts of typical feedback interactions in the early years setting or classroom. When reading these, reflect on the questions below and notice what types of feedback are given. Please select the transcript most relevant for your role\/setting. If you have time, all should offer insight for every stage.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Is it possible to identify any trends in terms of gender (e.g.\u00a0trends in who is being giving task based &amp;\u00a0behaviour based\u00a0feedback)?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">If you notice patterns, are they surprising?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"12\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">What could be trialled in your setting\/classroom when providing feedback?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"12\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Do you foresee any differences in how learners of different genders might respond?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"12\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">How will you try to mitigate for these differences?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/early-years-transcript\/\"><span class=\"TextRun BCX8 SCXW80435226\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun BCX8 SCXW80435226\" data-ccp-parastyle=\"heading 1\">Early Years\u202fTranscript<\/span><\/span><\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/module-3\/primary-transcript\/\"><span class=\"TextRun SCXW188861839 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW188861839 BCX8\" data-ccp-parastyle=\"heading 1\">Primary\u202fTranscript<\/span><\/span><span class=\"EOP SCXW188861839 BCX8\" data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:240}\">\u00a0<\/span><\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/module-3\/secondary-transcript\/\"><span class=\"TextRun BCX8 SCXW15094272\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun BCX8 SCXW15094272\" data-ccp-parastyle=\"heading 1\">Secondary\u202fTranscript<\/span><\/span><\/a><\/p>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_55\" class=\"ttfmp-panels-item-title\">\n\tModule 3 &#8211; Enquiry<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_55\" class=\"ttfmp-panels-item-content\">\n<p><span data-contrast=\"none\">As a next step, please reflect on how feedback is provided in your setting\/classroom and check for patterns by gender. This can be done any way you choose. The questions\/ideas below are prompts but are not exhaustive or prescriptive. You might want to spend time observing patterns. You might want to ask for peer observation from a supportive colleague. Please use your reflective journal to record your thinking.\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Reflect on the types of feedback you find yourself using in your setting (i.e.\u00a0positive\/negative, and\/or process\/ task\/\u00a0self etc.)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Attempt to identify why you might do what you do in terms of feedback<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Having reflected, what changes (if any) to practice might you make?\u00a0<\/span><\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">To help:<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Try tallying positive and negative feedback by gender<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Try tallying the type of feedback by gender\u00a0i.e.\u00a0process, task, self, self-regulatory<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><a href=\"https:\/\/igbeclpl.files.wordpress.com\/2020\/02\/module-3-cycle-1-action-observation-template-hattie-and-timperley-feedback-types-2.docx\"><span data-contrast=\"none\">Feedback types observation\u00a0template<\/span><\/a><\/p>\n<p><a href=\"https:\/\/igbeclpl.files.wordpress.com\/2020\/02\/module-3-cycle-1-action-observation-template-hattie-and-timperley-feedback-types-2.docx\"><b><span data-contrast=\"none\">Download\u00a0template<\/span><\/b><\/a><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"8\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">You could ask someone to observe you and use the list of feedback statements to see if you are using more of one type for a particular gender<\/span><i><span data-contrast=\"none\">\u202f(please note the terminology in this template is different to that used in the module but should still provide a useful reflection tool).<\/span><\/i><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<\/div><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Module 3 &#8211; Content If you have any accessibility requirements or would like to request the course content in a different\u00a0format,\u00a0please contact\u00a0amy.johnson@educationscotland.gov.scot\u00a0and\u00a0hannah.brown@educationscotland.gov.scot\u00a0 In this module we will explore how:\u00a0 Our interactions with the learner are a key aspect of the learning environment.\u00a0 The assumptions we unwittingly make about gender can influence the way we interact &hellip;<\/p>\n","protected":false},"author":71166,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-21","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/21","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/users\/71166"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/comments?post=21"}],"version-history":[{"count":11,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/21\/revisions"}],"predecessor-version":[{"id":92,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/21\/revisions\/92"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/media?parent=21"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}