1. Flipped Instruction Description

57. Reflection-In-Practice / Immediate Feedback
Definition
Immediate feedback is any feedback that takes place during a lesson rather than after a lesson or exam has been completed.
There are two primary types of immediate feedback: feedback from students to teachers, and feedback from teachers to students.
The feedback’s purpose should be to make impromptu changes during the lesson before it is too late.
Benefits

• 
  Teachers can adjust their teaching methods in the moment to ensure the lesson is a success.
  
• 
  Students can adjust the ways they are going about completing a task to ensure it is successful.
  

Challenges

• 
  In large groups, one-to-one feedback can be difficult.
  
• 
  Teachers need to be able to think on their feet to make immediate adjustments.
  

Theoretical Link
David Schon’s ‘Reflection in Practice’: According to Schon, successful practitioners reflect in practice rather than just on practice. Reflection in practice requires practitioners to reflect on what they’re doing while they’re doing it.
Examples

1. 
   Asking for a thumbs up / thumbs down from students to see if they understand something.
   
2. 
   Looking over the shoulder at children’s work to see how they’re coming to their conclusions.
   
3. 
   Accepting ‘hands up’ questions at any point during an explanation or lecture.
   

58. Whole Group Class Discussion (A.K.A Circle Time)
Definition
A whole group class discussion gets all students in the class talking to one another in one group. When I use this strategy, I try to get students sitting in a conversation circle. The benefits of students sitting in a circle include:

• 
  There is a neutral power structure with no one at the head of the discussion.
  
• 
  All students can see one another.
  

Benefits

• 
  Whole class discussions encourage all students to develop the confidence to share their own views publicly.
  
• 
  If the whole class gets into it, there can be a lot of great back-and-forth.
  

Challenges

• 
  Often, the loudest and most confident students dominate the discussion.
  
• 
  Some students are too shy to speak up.
  
• 
  It is easy to embarrass a student, so be careful to be sensitive.
  

Examples

1. 
   Use a speaking stick so only one person speaks at a time. The only person who can speak is the person with the speaking stick.
   
2. 
   Use discussion circles so that all students can see each other when talking.
   
3. 
   If conversation is slow to start, consider asking individual students direct questions.
   
4. 
   Use open-ended questioning to force students to answer in full sentences.