AGE AVERAGE: 22

GROUP MEMBERS: Ali Çağlar Saymaz

Begüm Ceren Aral

Cemre Çiçek (L)

Merve Polat

Şeyda Baş

OUR SLOGAN: «Feedback is the breakfast of thechampions.»

Ken Blanchard

OBSERVATION SCHOOLS Açı Private Schools

Bahçeşehir College

İstanbul Erkek High School

Terakki Foundation Schools

Rüştü Akın Anatolian Vocational High School

http://www.ted.com/talks/bill_gates_teachers_need_real_feedback#t-606265

https://www.google.com.tr/search?q=feedback&rlz=1C1ASUT_enTR610TR610&espv=2&source=lnms&tbm=isch&sa=X&ei=BqSMVMPrLYT8ygO_2oG4Dw&ved=0CAYQ_AUoAQ&biw=1366&bih=624#tbm=isch&q=keep+calm+and+feedback&spell=1&facrc=_&imgdii=_&imgrc=pnv3gi9wCUh2wM%253A%3Bn7U8VqG2RCtHfM%3Bhttp%253A%252F%252Fsd.keepcalm-o-matic.co.uk%252Fi%252Fkeep-calm-and-provide-feedback.png%3Bhttp%253A%252F%252Fwww.keepcalm-o-matic.co.uk%252Fp%252Fkeep-calm-and-provide-feedback%252F%3B600%3B700

GANTT CARD

CONTENTS1) Our Problem

2) Why did we choose thissubject?

3) Literature Review

4) Fishbone Diagram

5) Matrix Diagram

6) Methodolgy

Questionnaire

Results and Discussion

Suggestions

Limitations

7) Conclusion

8) References

1) OUR PROBLEM:

Why don’t teachers receiveeffective feedback in Turkey?

What do we mean by effective feedback:

Effective feedback is to provide incentives and make guidance for teachers. Effective

feedback in our definition is all the feedback coming directly from administration, colleagues, students and parents to improveteacher quality.

2) WHY DID WE CHOOSE THIS SUBJECT? The notion that feedback is an essential part of both

learning and teaching processes, has been a well-knownissue in educational circles; however the previouslyconducted studies discussed the issue basically from thestudents’ perspective and ignored the fact that teachersalso need to be provided with feedback from theircolleagues, principals, parents of their students and fromthe students they are dealing with.

What we define as the problem is especially a hot spot to work on, because as teachers we are theones who are the primal source for education. Weare the system itself, therefore if teachers change, students change and if students change, the worldchanges!

https://www.google.com.tr/search?q=change&rlz=1C1ASUT_enTR610TR610&espv=2&source=lnms&tbm=isch&sa=X&ei=-6qMVKXTKsH_ygOQ0oH4CQ&ved=0CAYQ_AUoAQ&biw=1366&bih=624#tbm=isch&q=world+change&facrc=_&imgdii=_&imgrc=2bjHze0ZS8q5pM%253A%3BbguDHXNuskEtOM%3Bhttp%253A%

3) LITERATURE REVIEW Jackie Tuck (2012), highly emphasized that feedback is

generally in written form; however, when it comes toenhancing the understanding of the feedback and itstransferring into practice, oral forms will probably workbetter. Feedback also needs feedback. The way of evaluating someone is important issue in terms of efficiency of the feedback.

Moreover, an efficient feedback needs to be clear in orderto be better understood. When people, in education area, are asked to give feedback, they are generally restricted bysome rules, regulations and the time. However, this leadsto inedaquate feedback.

Nugrahenny Zacharias (2007), has concluded at the end of the some research that both teachers and students giveimportance to feedback but often they don’t find enoughchance to give feedback. And surveys have shown that %95 of the teachers believe that feedback is important. Whenthe feedback is given, both teachers and students feel safe. Moreover, cultures have affect on the type and the way of feedback.

Robert Coe (1998), has identified the significant variablesbehind the feedback. Characteristic of the task such as complexitiy, characteristics of the feedback or the way it is presented, the time that the feedback is presented(immediate or delayed), specifity such as general orfocused, its credibilty, individual characteristic of thereceiver such as self-efficacy or self-esteem, attributions forsuccess and failure, locus of control, achievementorientation, receptiveness and performance adequacy.

He also explains that there are many difficulties of applyingthe overall results of the study to improve teaching. Thereis a need for research which is ‘condition-seeking’ ratherthan ‘theory-testing’.

4) FISHBONE DIAGRAM

http://upload.wikimedia.org/wikipedia/commons/7/77/Puffer_Fish_DSC01257.JPG

5) MATRIX DIAGRAM

Teacher Student Administration System Colleagues Parents

Ali Çağlar Saymaz

3 5 4 7 6 2

Begüm Ceren Aral

7 5 1 4 2 3

Cemre Çiçek

5 3 7 4 6 2

Merve Polat 5 7 4 6 3 2

Şeyda Baş 5 3 6 7 4 2

Total 25 23 22 28 19 11

MATRIX DIAGRAMEducationalPolicies

Absence of RegularFeedback System

Inefficient Assessment Tools

Ali Çağlar Saymaz

2 7 5

Begüm CerenAral

6 5 7

Cemre Çiçek 5 7 3

Merve Polat 7 6 3

Şeyda Baş 6 7 5

Total 26 32 23

6) METHODOLOGY1. Questionnaire

2.Results and Discussion

3.Suggestions

4.Limitations

1) QUESTIONNAIRE Our questionnaire questions:

1. Are you currently working in a private school or a state school?

2. How frequently are you provided with feedback?

3. How efficient do you think the feedback from the sources below is?

4. Do you think teachers who accordingly respond to the feedback given should be praised, for instance with a promotion, bonus or orally?

5. Which of the factors below can be tolerated for its role in insufficient/ineffective feedback to teachers?

6. Would you like to participate in a potential Feedback Enhancement and Teacher Developement Program?

https://tr.surveymonkey.com/s/22MRCSX

https://www.google.com.tr/search?q=survey&rlz=1C1ASUT_enTR610TR610&espv=2&source=lnms&tbm=isch&sa=X&ei=3qeMVNb_MejMyAOW2YJw&ved=0CAYQ_AUoAQ&biw=1366&bih=624#facrc=_&imgdii=_&imgrc=wZLV1rRGGde41M%253A%3BrTnnPoV5lftbhM%3Bhttp%253A%252F%252Faudubonpto.org%25

2) RESULTS AND DISCUSSION

3) SUGGESTIONS1) Feedback Enhancement and Teacher Development Program should be provided. This program involves threelevels:

Teachers

Principals

Supervisors

This program is a 13-week program and it includes 2-hourlessons per week.

Both teachers and principles will participate in thisprogram and supervisors who are experts (who have at leastgraduate level) in educational sciences and specialized in Assessment and Evaluation Processes.

The program requires teachers to actively attend 75% of thetraining hours. Teachers are supposed to take Development Tests in every three weeks and after the exams they aresupposed to have private sessions with their supervisors in order to receive feedback and improve themselvesaccording to their lackings.

Teachers are expected to master three courses:

PEF 101: Providing Effective Feedback

WIC 101: Working in collaboration with colleagues andadministration

FA 101: Feedback Analysis

Principals are also required to attend the 75% of the traininghours. They are expected to take Development Tests in every fiveweeks and have two private sessions with the supervisors. Additionally they are supposed to make one CollaborationProject.

The courses that the principals will take are:

PEW 101: Providing effective feedback

WIC 101: Working in collaboration with colleagues andadministration

2) There should be two teachers in each class. Oneshould have active role and the other should be observer. The observer should provide immediatefeedback afterwards via e-mail.

3) Principals should regularly visit classrooms and provideimmediate feedback afterwards via e-mail. These visitsshould not be confused with the traditional ones. It shouldbe seen as an authoritative but not authoritarian approach.

4) Like the teacher evaluation system of Boğaziçi University, thereshould be an evaluation questionarre at the end of each semester. Also, students should have the right to enroll in a system wherethey can send immediate feedback to their teachers whenever theythink it is necessary; we are calling this Feedback Alert. Thesefeedbacks can be seen by the administration as weel so the teacherswill pay more attention to them. Also administration will be able tokeep up with all the issues in their school.

5) In private schools, teachers are more willing to improvethemselves and pay attention to the feedback as they areafraid of losing their job. However, in state schools, losing a job is not very probable for teachers once they’re on thepermanent staff. Thus the regulations are to be altered toinclude and establish a legal ground for discharge in case of inability to follow and respond to feedbacks.

That is, if they do not improve themselves according to thefeedback given and the score under 50% of the FeedbackEvaluation they might be dismissed.

4) LIMITATIONS Only twenty teachers participated in our survey. Thus our

survey is a small-scaled one in this area. To get morerealistic and concrete result this survey should have beenapplied to more teachers from different backgrounds. Additionally most of those teachers are private schoolteachers as most of us doing our practicum at privateschools. Therefore this might not again reflect the realsituation of Turkey.

7) CONCLUSION Feedback given to teachers from different sources such as

colleagues, administration, students and their parents is very crucial and this issue needs to be given importance as it influences students’ success.

«We all need people who will give us feedback. That’s how weimprove»

Bill Gates

8) REFERENCES

Coe, R., (1998). ‘Can Feedback Improve Teaching? A Reviewof the Social Science Literature with a view to Identifying theConditions Under Which Giving Feedback to Teachers willResult in Improved Performance.’ Research Papers in Education, 13(1), 43-46.

http://www.edutopia.org/student-feedback-accountability-teachers

http://www.tcdss.net/docs/M.Gianoutsos-ppt.pdf

Jackson, R.R., (2009). Never Work Harder Than YourStudents and Other Principles of Great Teaching. Library of Congress Cataloging-in-Publication Data.

Köksal, H. (2003). «İmece Halkaları Eğitimi»

Sullo, B., (2007). Activating the Desire toLearn. Library of Congress Cataloging-in-Publication Data.

Tuck, J., (2012). Feedback-giving as a socialpractice: teachers’ perspectives on feedback as institutional requirement, work and dialogue. Teaching in Higher Education,Vol: 17, No:2, April 2012, 209-221.

Zacharias, N. T., (2007). Teacher and The StudentAttitudes Toward Teacher Feedback. RELC Journal2007, 38:38.

Special Thanks to Dr. Hayal Köksal

https://www.google.com.tr/search?q=thank+you&rlz=1C1ASUT_enTR610TR610&es_sm=93&source=lnms&tbm=isch&sa=X&ei=uqCMVO3eCuTHygPquILwAg&ved=0CAgQ_AUoAQ&biw=1366&bih=624#facrc=_&imgdii=_&imgrc=L0UQ59I7BCbovM%253A%3Ba2W5eyPpttVGIM%3Bhttp%253A%252F%252Fthe2x2proj