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% Document Info
\author{Mila ochoa}
\pdfinfo{
  /Title (feedback-and-techniques.pdf)
  /Creator (Cheatography)
  /Author (Mila ochoa)
  /Subject (Feedback and Techniques Cheat Sheet)
}

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\fancyhead[L]{
\noindent
\begin{multicols}{3}
\begin{tabulary}{5.8cm}{C}
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    \vspace{-7pt}
    {\parbox{\dimexpr\textwidth-2\fboxsep\relax}{\noindent
        \hspace*{-6pt}\includegraphics[width=5.8cm]{/web/www.cheatography.com/public/images/cheatography_logo.pdf}}
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\begin{tabulary}{11cm}{L}
    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Feedback and Techniques Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{Mila ochoa} via \textcolor{DarkBackground}{\uline{cheatography.com/81704/cs/19553/}}}
\end{tabulary}
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\noindent
\begin{multicols}{3}
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  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}Mila ochoa \\
  \uline{cheatography.com/mila-ochoa} \\
  \end{tabulary}
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 5th May, 2019.\\
   Updated 5th May, 2019.\\
   Page {\thepage} of \pageref{LastPage}.
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  \vspace{-5pt}
  %\includegraphics[width=48px,height=48px]{dave.jpeg}
  Measure your website readability!\\
  www.readability-score.com
\end{tabulary}
\end{multicols}}




\begin{document}
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% www.emerson.emory.edu/services/latex/latex_169.html
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\begin{multicols*}{3}

\begin{tabularx}{5.377cm}{p{0.4977 cm} p{0.4977 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Feeback Definition}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{According to Bennasi and Overson (2014), Feedback in the classroom can be defined as "information allowing a learner to reduce the gap between what is evident currently and what could or should be the case".} \tn 
% Row Count 5 (+ 5)
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\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{p{0.4977 cm} p{0.4977 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Types of Feeback}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{INFORMAL FEEDBACK can occur at any times as it is something that emerges spontaneously in the moment or during action. Therefore informal feedback requires the building of rapport with students to effectively encourage, coach or guide them in daily management and decision-making for learning.} \tn 
% Row Count 6 (+ 6)
% Row 1
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\mymulticolumn{2}{x{5.377cm}}{FORMAL FEEDBACK is planned and systematically scheduled into the process. Usually associated with assessment tasks.} \tn 
% Row Count 9 (+ 3)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{FORMATIVE FEEDBACK The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.} \tn 
% Row Count 14 (+ 5)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{CONSTRUCTIVE FEEDBACK This type of feedback is specific, issue-focused and based on observations. There are four types of constructive feedback:} \tn 
% Row Count 17 (+ 3)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Negative feedback / Positive feedback /  Negative feed-forward  /  Positive feed-forward} \tn 
% Row Count 19 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{p{0.4977 cm} p{0.4977 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Another Feedback Definition}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{The British Councils states that feedback is information a teacher or another speaker, including another learner, gives to learners on how well they are doing, either to help the learner improve specific points, or to help plan their learning. Feedback can be immediate, during an activity, or delayed, at the end of an activity or part of a learning programme and can take various forms.} \tn 
% Row Count 8 (+ 8)
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\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{p{0.4977 cm} p{0.4977 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Feedback Techniques}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Ask-Tell-Ask} \tn 
% Row Count 1 (+ 1)
% Row 1
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\mymulticolumn{2}{x{5.377cm}}{+ Ask learners for self assessment.} \tn 
% Row Count 2 (+ 1)
% Row 2
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\mymulticolumn{2}{x{5.377cm}}{+ Tell the behaviour / performance you observe and how it differs from the one you expect.} \tn 
% Row Count 4 (+ 2)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{+ ask learners how they could improve and what actions they can take.} \tn 
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% Row 4
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\mymulticolumn{2}{x{5.377cm}}{Sandwiich Technique} \tn 
% Row Count 7 (+ 1)
% Row 5
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\mymulticolumn{2}{x{5.377cm}}{+Praise them for their strenghts and areas of good performance.} \tn 
% Row Count 9 (+ 2)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{+Tell them the behaviour / performance you observe and how it differs from the one you expect.} \tn 
% Row Count 11 (+ 2)
% Row 7
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{+Praise the ability to adapt and use example from the past of their own possitive performance / behaviour.} \tn 
% Row Count 14 (+ 3)
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\par\addvspace{1.3em}

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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Bridge Technique}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{Connecting concepts together from past to future, Focusing on:} \tn 
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% Row 1
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\mymulticolumn{2}{x{5.377cm}}{+ Present observed behaviour / performance.} \tn 
% Row Count 3 (+ 1)
% Row 2
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\mymulticolumn{2}{x{5.377cm}}{+ Past positive behavoiur / performance.} \tn 
% Row Count 4 (+ 1)
% Row 3
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\mymulticolumn{2}{x{5.377cm}}{+ Future behaviour /performance expected.} \tn 
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\begin{tabularx}{5.377cm}{p{0.4977 cm} p{0.4977 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Three Feedback questions:}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{1. What is the goal?} \tn 
% Row Count 1 (+ 1)
% Row 1
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\mymulticolumn{2}{x{5.377cm}}{2. what progress is being made?} \tn 
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% Row 2
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\mymulticolumn{2}{x{5.377cm}}{3. What is the next step?} \tn 
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\par\addvspace{1.3em}

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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Videos}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{\seqsplit{https://www.youtube.com/watch?v=DOeF7FTYlIo}} \tn 
% Row Count 1 (+ 1)
% Row 1
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Recommendations}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{- Develop learners awarness on the importance of feedback during their learning process.} \tn 
% Row Count 2 (+ 2)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{- Develop mutual learning goals with the language learners that can be adapt with the institution curricula.} \tn 
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% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{- Schedule feeback sessions.} \tn 
% Row Count 6 (+ 1)
% Row 3
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\mymulticolumn{2}{x{5.377cm}}{- Develop learners self-assessment autonomy.} \tn 
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% Row 4
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\mymulticolumn{2}{x{5.377cm}}{- Develop standandarized feedback} \tn 
% Row Count 8 (+ 1)
% Row 5
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\mymulticolumn{2}{x{5.377cm}}{- Be specific on learners on what you expect from your students for the course.} \tn 
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% Row 6
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\mymulticolumn{2}{x{5.377cm}}{- Focus on modifiable behaviour.} \tn 
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% Row 7
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\mymulticolumn{2}{x{5.377cm}}{- Try to give private feedback when is needed.} \tn 
% Row Count 12 (+ 1)
% Row 8
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\mymulticolumn{2}{x{5.377cm}}{- Use printed documents like rubrics for general performance.} \tn 
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% Row 9
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\mymulticolumn{2}{x{5.377cm}}{- Give notes and small certificates for learners with remarkable achievements.} \tn 
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% Row 10
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\mymulticolumn{2}{x{5.377cm}}{- Set individual goals for your learners, not everyone learns at the same pace.} \tn 
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\hhline{>{\arrayrulecolor{DarkBackground}}--}
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\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Feeback on ESL}}  \tn
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\mymulticolumn{1}{p{5.377cm}}{\vspace{1px}\centerline{\includegraphics[width=5.1cm]{/web/www.cheatography.com/public/uploads/mila-ochoa_1557094544_feedback.png}}} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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\par\addvspace{1.3em}


% That's all folks
\end{multicols*}

\end{document}