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This John Catt book features clear guidance on how to implement formative action devised by René Kneyber and illustrated by Oliver Caviglioli, with co authors including Dominique Sluijsmans, Valentina Devid, Sara and Blanca Wilde Lopez.
Formative Action from instrument to design is a book that will guide teachers to take an instrumental approach to formative action. Our host Hannah Wilson spoke to René Kneyber about Formative Action, and below are some key points.
In René Kneyber's book Formative Action: From Instrument to Design, the introduction addresses the inadequacies of the term "formative assessment," which often leads to misconceptions and ineffective practices in education. Kneyber introduces "formative action" as a more holistic approach, emphasizing that formative practices should be deeply integrated into instructional design rather than treated as isolated tools. The most interesting concept from the book is the distinction between the learning zone and the performance zone. This concept highlights the need for a safe, supportive environment where students can make mistakes and receive feedback without fear, thereby fostering a more effective learning experience.
Kneyber argues that formative action is not just a set of techniques but a comprehensive approach to teaching that fosters a responsive and student-centered learning environment. This involves continuously assessing student progress, providing timely feedback, and adjusting instructional strategies to meet learners' needs.
To help students appreciate these techniques, it’s important to show them the benefits. For instance, in the model, one of the steps involves having students experience success. This isn't just for general motivation; it’s meant to encourage them to engage more deeply with formative assessment. When students see that their efforts lead to improvement, they are more likely to buy into the process.
The curse of knowledge is indeed a common challenge for experienced educators. It's easy to forget that students may not share our background knowledge or understand concepts the same way we do. Regularly checking in with students, observing their work, and seeking feedback from them are essential practices to ensure that our teaching is effective and accessible.
An example of "desirable difficulty," where the challenges introduced by these techniques are actually beneficial for the learning process. While the strategies outlined in our book are designed to improve learning, they may not always be enjoyable for students. They might resist because these methods demand more effort or deep thinking, which can be uncomfortable. Ron Berger’s "Ethics of Excellence" touches on a similar idea: when students achieve high-quality work, they develop higher expectations for themselves. They start to recognize the value of the effort and skills they are building.
Starting with the end goal and working backward is a method that aligns perfectly with designing effective educational experiences. Working from the end goals to create individual lessons, which helps in structuring a coherent educational design. Incorporating this by creating a pedagogical roadmap— a tool that helps visualize how various skills and pieces of knowledge are interconnected. This method aids in not only designing formative action but also streamlining the curriculum to focus on essential skills and knowledge..
'Is the aim a better output or a better person? '
Feedback is such a nuanced topic, and framing it as information that helps students think critically before acting can indeed shift the perspective on how to make it more meaningful and actionable. It’s about guiding students in a way that encourages reflection and growth rather than just assessing their end results.
Thanks to René Kneyber for joining us on Teachers Talk Radio. Catch up with the whole episode below!
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