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Annotation for video 1
Time - 00:13
Annotation
There is definitely an opportunity in a school like this for younger students to learn from older students. With students from pre-kindergarten all the way up to eighth grade, students have more role models in the school and they can see the growth ahead of them. I think it is also likely that there will be shared events such as Sports Day and various competitions where young students can see older students performances and aspire towards that. Equally, older students can look at the younger students and see how far they themselves have come.
Instructor's Feedback
Time - 00:23
Annotation
I'm glad that they actually reviewed the research, I think it is rare that teachers have access to actual research. More often, people will base things of their own opinions or an opinion piece that they read online. The teaching of individual educators has value, but research that goes beyond that can bring us closer to a more complete understanding of a matter.
Instructor's Feedback
Time - 00:57
Annotation
People often forget that teachers educate students in these many important aspects in addition to core subjects. Teaching values and the importance of a good attitude is important. Many people believe that 80% of our success is determined by our EQ, compared to 20% of which is determined by IQ, this is, of course, an over simplification, but there is some evidence to confirm that emotional intelligence can substantially impact on the success of entrepreneurs and perhaps people in other disciplines too [Karimi, P., Kloshani, M & Bakhshizadeh, A. (2012). A comparative study on emotional intelligence and cognitive between successful and unsuccessful entrepreneurs.Management Science Letters , 2(6), 2071-2076.]
Instructor's Feedback
Time - 01:18
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Actionable feedback is of course more useful than vague feedback. Actionable feedback makes easier to improve by giving us concrete directions of what we can do to get to our goals.
Instructor's Feedback
Time - 01:26
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Right, how are we supposed to learn without the necessary scaffolding. By showing students the correct solution after their attempt, they can hopefully understand their mistake and the solution in a shorter amount of time and with less effort. By reducing the time and effort required, we make it more likely that more students will improve. However, this cannot be a passive process, the students need to actively think and process the material in order to learn.
Instructor's Feedback
Time - 01:54
Annotation
Constructive feedback is great, especially if it points out the positives as well as the negatives. The written element also allows for greater quality control and accountability and it also means that the student will have a written record of the feedback in case they forget. The oral feedback personalizes it a bit and it also helps to make it more of a two way process, where dialog can help the person giving feedback to understand the aims of the person they are giving feedback to.
Instructor's Feedback
Time - 02:40
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Wow, this is really good feedback! I like how the students also possess the language they need in order to give concrete feedback, e.g., "Transitional phrases", "strong evidence", and "higher vocabulary".
Instructor's Feedback
Time - 05:26
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"That's a good mistake", I like the way that they frame mistakes in a positive way here.
Instructor's Feedback
Time - 05:47
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Again, another positive way of framing mistakes, "an aha! mistake"
Instructor's Feedback
Time - 05:58
Annotation
This is key, in order to encourage people taking risks, you need to create an environment where it is OK to make mistakes. This type of policy allows students to try without being afraid and it also helps create students who can become innovators, creatives and entrepreneurs.
Instructor's Feedback
This type of encouragement also boots students confidence level as well.
Time - 06:24
Annotation
"I want you to explore and make mistakes" it is rare that a teacher actually goes as far as to say "I want you to make mistakes", he also then goes on to talk about perseverance, which is key for growth.
Instructor's Feedback
Time - 09:19
Annotation
Yes, this is great. Provide students with concrete examples of the language they need. This type of scaffolding really helps. I would tweak some of the language, however. "How can you defend your..." is more aggressive than many alternatives such as "Can you defend..." or "Why do you believe...", and similarly "I know this because..." is too strong for most contexts and actually is more demonstrative of fixed mindset. For the most part, people believe rather than know, and even our own memories are distorted and influenced by our perspectives. We should be open to revising what we believe to be 'facts' in light of new evidence.
Instructor's Feedback
I really like how you tweaked the language and your reason behind it. Good idea!
Time - 10:52
Annotation
Nice poster! Every school needs something like this.
Instructor's Feedback