Name
Pedagogic principle: opportunities for frequent feedback
Topic
Gender in Rural Sociology
Learning time
7 hours
Designed time
5 hours
Size of class
60
Description
Feedback is a process in which students make sense of information about their performance and use it to enhance the quality of their work or learning strategies. Giving and receiving feedback can be motivating and help develop self-esteem. It is important to provide regular and timely opportunities for students (and facilitators!) to receive feedback on their work. This can be done in a variety of ways for example providing opportunities for students to evaluate and provide feedback on each other’s work, students carrying out a self-assessment of their work or the facilitator highlighting common successes and problems with an assignment to the whole class. Below is an excellent example of a sequence of teaching and learning activities which integrates a number of different feedback opportunities.
Mode of delivery
Blended
Aims
To enable students to apply the concept of gender to an agricultural extension context and demonstrate how it affects aspects of agricultural development from the local perspective.
Outcomes
Application
Editor
askawild
Derived from
A TLA sequence to illustrate a pedagogic principle: opportunities for frequent feedback by ADenn
Edit
Concept of gender roles
300 minutes)
  • Produce
    10
    1
    0
    Individually complete a personal evaluation form on the situation of gender roles and agricultural extension service delivery in Uganda. The form includes questions on how gender roles vary by location, gender-sensitive practices and how they affect extension.
  • Practice
    30
    5
    0
    In a group of 5 (with at least two females per group) each take on a role of mother, father or one of three children. In your assigned role, together agree on how you would distribute the first hour of the day to the different members of your household. Once you have finished the roleplay discuss what lessons you learned from doing the role play.
  • Investigate
    60
    1
    0
    Individually spend some time in the library, at home or in the computer lab researching the concept of gender roles, gender and extension service delivery and gender-sensitive practices in extension. Use the research assignment questions to guide your research.
  • Produce
    20
    60
    0
    Answer the research assignment questions in the template provided then share it with the rest of your class by posting it on the virtual discussion board. Ask for feedback or comments from your peers.
  • Collaborate
    60
    5
    0
    In your previous group of five share the experiences and lessons learnt from your research assignments, then prepare and make a short video presentation on your group's key findings to be shared with the class. Upload your video assignment onto Google Classroom.
  • Discuss
    120
    60
    0
    Participate in a virtual debrief session with the whole class and the facilitator of learning. The session will also provide you with opportunities to self-assess your own work and receive feedback from your peers and the facilitator.
Notes:
Resources linked: 0

Learning Experience

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