Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

Session Guide

Title of the Session Session 5: Constructive Feedbacking to Improve Learners

Performance

Session Guide RIZZA L. LAGOS, MED

Developer

Professional Domain 5: Assessment and Reporting

Standards Covered
Strand 5.3
Feedback to improve learning

Session Schedule 165 minutes

and Duration

Objectives At the end of the session, the participants will be able to:
Result Objective:
Define and explain the concept of constructive feedback.

Terminal Objective:
Demonstrate the ability to provide specific, timely and actionable feedbacking that
improves learning outcomes
Enabling Objective:
Improve learners performance using constructive feedback
Application Objective:
Develop a feedback plan/strategies to address learners weaknesses.

Expected Output/s Formulate sample feedback strategies such as written feedback or rubrics that will
enforce specific, timely and actionable feedbacking.
Key Content Constructive Feedbacking
Skills, Competencies, Values and Attributes of the Four (4) Domains of 21st Century
Skills Framework
Implications of teachers and school leaders cognizance to the 21st Century Skills

Learning Resources General Shaping Paper, PPST, slide deck or powerpoint, handouts

References General Shaping Paper

PPST Resource Package
Matatag Curriculum
Doughney, L. (2014). Providing feedback to students. Retrieved from

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

https://arts.unimelb.edu. au/__data/assets/pdf_file/0004/1722397/providing-effective-
feedback-to-students.pdf This explains the research-based principles of effective
feedback.

Schedule Detailed Detailed Description of Learner’s Materials

(Time Distribution) Content Methodology/ Activities Output (Slide
Outline Number)

15 Minutes Introduction Do: Present slides for the session Assessment/ Slides
objectives and discussion flow. technical
assistance
Say: Good morning, everyone, allow strategies
me to present the objectives for this visà-vis
session. They are as follows: learning
competencies
 Define and explain the concept
of constructive feedback.
 Demonstrate the ability to
provide specific, timely and
actionable feedbacking that
improves learning outcomes
 Improve learners performance
using constructive feedback
 Develop a feedback plan to
address kearners weaknesses.

Say: To be able to achieve these

objectives, it will be imperative for us
to discuss the following:
 General Shaping Paper
 PPST Resource Package
 Matatag Curriculum

20 Minutes Activity: 4 Instructions: Slides

Words, 1
Picture Do:
1. Divide the class into 3
groups. (Subgrouping will
be done)
2. Tell each group to select one
leader.
3. Provide each group pentel pen

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

and metacrds.
4. Instruct the group to write
their answers on the metacard.
5. Give the following instructions:
 • Identify the word being shown
by the pictures flashed on screen.

30 Minutes Analysis Ask: Slides

Note to the Facilitator:
Try to gather from the participants
the terminologies that may lead to
the topic, contextualization. They
may refer to the words they
guessed in their previous activity.

The following questions would

help you.

1. As a teacher, how did you give

feedback to your learners to
improve their work or
performance?
Note: Allow them to present
situations related to the
question.

2. What are your considerations

before providing feedback to
your learners?
3. Were there any considerations
unique to each learners and how
did these affect the your way of
giving feedback?
5. How important is providing
timely, accurate and constructive
feedback to our students?
Note: Allow the teachers to share

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

their experiences.

Say:
Banking on your experiences, do you
think it is important to give
constructive feeback to your
learners? This is worth pondering!
Don’t you agree?

Do: Allow one (1) participant to say

her/his thoughts on this. Emphasize
the point on how important the roles
of the teachers and school leaders.
Say: In today’s fast-paced and
changing world, it is becoming
increasingly important to have a
deeper knowledge of several
illustrations of practice highlighting
varied strategies for giving effective
feedback to students to improve their
performance.
Let us start by introducing to you the
key concepts in providing feedback
as one of the processes in
monitoring, assessing, evaluating and
reporting learners’ needs, progress
and achievement. Understanding
these concepts will guide you in
appreciating your role as embedded
in the indicator 5.3.2 Use strategies
for providing timely, accurate and
constructive feedback to improve
learner performance.

Slides
80 Minutes Abstraction Do: Present slide
 Video Presentation (A video
presentation on constructive
feedbacking.)

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

 Lecture
(Discussion and
contextualization on the
strategies in providing
constructive feedback)

 Group Discussions (Participants will

complete the different activities
providing scenarions where a teacher
provides feedback to her learner)

What is constructive feedback?

Hattie and Clarke (2019) define
feedback as the information about a
learning task that helps students
understand what is aimed to be
understood versus what is being
understood.
For the purposes of this discussion, a
good definition of constructive
feedback is any feedback that the
giver provides with the intention of
producing a positive result. This
working definition includes important
parts from other, varied definitions. In
educational spaces, “positive result”
usually means growth, improvement,
or a lesson learned. This is typically
accomplished by including clear
learning goals and success criteria
within the feedback, motivating
students towards completing the task.
Say:
Our ultimate goal as teachers is to help
our students learn. To achieve this, we
need to provide our students with
timely, accurate and constructive
feedback so that they can monitor,
evaluate and assess their own learning.
Look at the caricature. What would

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

have been a better way of giving

feedback to the student? As a teacher,
how do you give feedback to your
students?

TIMELY FEEDBACK. This is given

within a timeframe where the results
of the assessment can still enable
learners to take specific steps towards
the achievement of the learning
objectives.
LEARNER PERFORMANCE. This
describes how the learner
demonstrates the knowledge, skills
and attitudes they have learned.
(Philippine Professional Standards for
Teachers, 2017)
ACCURATE FEEDBACK. This
refers to the level and extent of
attainment of learners of a given
competency, skill, or standard.
CONSTRUCTIVE FEEDBACK. This
form of feedback is motivating and
sensitive to the the feelings of the
learner. It gives the learner the
direction to improve better in the
class.

TYPES OF FEEDBACK

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

STRATEGIES

1. ORAL FEEDBACK
STRATEGIES

ILLUSTRATION
Teacher Melanie, a Grade 1 teacher, is
teaching the competency F1PU-II a-
1.11: c 1.2; 1.2a

Nakasusulat nang may tamang laki at

layo sa isa’t isa ang mga letra,
Nakasusulat ng malalaki at maliliit na
letra to her class. While facilitating the
boardwork for her pupils, she notices
that a pupil is finding it hard to do the
task. With this, she immediately gives
oral feedback.

Teacher Melanie, a grade 1 Teacher,

allows Mark, a Grade I learner to
write the letter M after giving him an
oral feedback. Specifically, she points
out the better way of writing letter M
on the board. In order for the learner
to see the better way of writing it,
Teacher Melanie demonstrates how it
is done.

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

The oral feedback is significant in this

illustration because it closes the gap
between the current and desired
performance by informing student
behavior (Peer feedback, n.d.). In this
practice, the teacher provides one-on-
one oral feedback where a learner’s
need is addressed individually during
a task. Oral feedback is sometimes
considered less formal, but it can be a
very powerful and effective tool as it
can be provided easily in the
‘teachable moment’ and in a timely
way similar in the presented practice.

For oral feedback to succeed, whether

addressed individually or in whole-
class, the teacher should:
1. Identify the learning gap
immediately.
2. Provide clear and simple oral
feedback.
3. Scaffold for learners’ better
understanding.
4. Reinforce by positively responding
to the learners’ attempt whether
successful or not.

2. WRITTEN FEEDBACK
STRATEGIES

ILLUSTRATION
Effective written feedback provides
students with a record of what they are
doing well, what needs improvement
and suggested next steps. Students and

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

teacher might use a log to monitor

whether and how well the student has
acted on the feedback.

HOW TO DO IT
1. Provide a written feedback that is
understandable and actionable for the
learner.
2. Include where the student has met
the learning intentions and/or success
criteria.
3. Tell where the learner still needs to
improve.
4. Encourage the learner to think
through the answer for themselves

Teacher Bryan, gives feedback to his

Grade 4 class’ artworks after he asks
them to paint the sketched landscape
using colors appropriate to their
cultural community (A4EL-IIf). Using
the rubrics as the evaluative tool, he
writes specific comments for each
artwork based on the set criteria.

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

This practice highlights the use of

written feedback after a task. Effective
written feedback provides students
with a record of what they are doing
well, what needs improvement and
suggested next steps. Students and
teacher might use a log to monitor
whether and how well the student has
acted on the feedback.
Please bear in mind that feedback may
be formative or evaluative. Formative
feedback is diagnostic in nature and is
intended to help the students revise
and improve their work. On the other
hand, summative feedback is a final
analysis of students’ output or
performance on which final grades are
based (The importance of feedback to
students, n.d.).

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

As a facilitator of learning, you need

to ensure that your students really
learn. It is not enough that we deliver
the lesson, but more importantly we
have to support them along the
teaching-learning process. This can be
best achieved if we provide them with
feedback during and after instruction
so that they are guided and monitored
towards their attainment of the
learning goals.

30 Minutes Application Application: Slides

Activity I

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

Activity II
Divide the participants into 3 groups.
Provide a pentel pen and manila paper.
Read and study the teaching episode
in Teacher Carol’s classroom. Then,
try to discuss your feedback
plan/strategy to be used with your
group and write it in the manila paper.
Teacher Carol, a Senior High School
teacher facilitates the lesson on
writing a short poem applying the
various elements, techniques, and
literary devices
(HUMSS_CW/MP11/12c-f10). She
presents varied poems as models and
discusses their structure. For the
independent writing activity, she asks
her class to write their own poem. She
also presents the rubrics which will be
used to evaluate the poems. In
evaluating their outputs, she writes
comments such as: “This can still be
improved,” “The message is vague,”
“Please use literary devices.” She then
asks the class to revise their poems
and pass them the next day. When
checking the students’ outputs, she is a
bit disappointed because majority
failed to write good poems despite her
comments.

ANSWERS MAY VARY

Let them discuss their answers.

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
AGLANOT INTEGRATED SCHOOL

5 Minutes Closing Do: Present a quote in a slide

Prepared by:
RIZZA L. LAGOS, MED
Teacher I/Facilitator

School: Aglanot
Integrated School
Address:
Aglanot,
Dumarao, Capiz