In one of my most recent MSc lectures, teachers and educators were asked to reflect on the most important part of their planning: task design. We were given a variety of models to assess, discuss, and apply to our own teaching to ensure that students would end up with the most effective final result.
However, what I felt was missing was a coherent design for feedback within a task model. Task design always seemed to end with a ‘final product’ but with little guidance on where or when feedback would be best given.
So, what if we planned our feedback the same way that we planned our tasks?…
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