How-to Give Feedback to Students the Right Way
Вставка
- Опубліковано 2 бер 2012
- I hate being pitched to just as much as you do, but if you're curious to see how I'm supporting L&D pros, instructional designers, and elearning developers beyond these videos, the link below has the details. No opt-ins, no upsells - just clarity to help you level up. Check it out: www.elearningsecrets.com/es-d...
Example how-to: feedback to students. Build your feedback skills in 4 minutes! Learn how to acknowledge the essentials and not overwhelm learners, allowing them room to improve.
![Lp. Последняя Реальность #107 РОДНОЙ ДОМ [Финал] • Майнкрафт](http://i.ytimg.com/vi/IK3QKzKUlHM/mqdefault.jpg)
I watched this video as part of one of my master's classes as well (Hey, you're popular!). I took away these ideas:
+ Detailed feedback on all that is wrong is overwhelming to a novice, who is just stepping out of their comfort zone.
+ Accept that student is not supposed to have achieved mastery already (on building birdhouses, for instance)
+ As their teachers, it is on us to start at their current level, and to scaffold them to the next step toward mastery.
+ I think, in addition, learners should know and accept as well, from the get go, that their first effort won't be perfect, nor the second, nor the third, and yet that is all right, that there is hope for a better future for them. That is on us, not on them, if we are really their teachers.
+ It's not a matter of "feel good" nor "their ego is too fragile to take criticism". It is on us to wean them out of such attitudes safely.
Luis, solid synopsis. Thank you! Good luck in your studies :D
True don't give overwhelming feedback to the learner ... I did that to some of the teachers I observed, though I remember to tell them at the end of feedback " I'd be very happy if you could solve 40% of what I said", I am feeling I was either wasting my time lecturing the other 60% or I had mistakenly harmed their confidence.
But the re-submission is something I definitely agree, it's learning cycle and can be inspiring afterwards when one does well.
Thanks for the video, very helpful!
Thank's a lot for this video. Sometimes it seems to be a really good idea to take a step back from the work and take a look from some distance with the needs, feelings and behaviour of the learners in mind. The learning experiences become so much better.
German Clients point of critique are often: "This module is to frisky", "Ain't it possible to make this particular bunch of modules more straightforward" and my personal fav "There is no room for humor, this is serious business"
I just watched this video as required viewing for one of my masters classes. Before responding, I read through a number of previous responses. My main takeaway from this video was your point of "If the student can take away one thing, what would that be." While it is not a new concept, it really stood out to me when you said it in this video, as you draw the comparison to the learners being overwhelmed with information, as they cannot "step back" and reflect on what was stated. I thought of the impacts of this lesson not just in the classroom, but also in the home. Out in the community. What a great lesson for the classroom, and what a great life's lesson overall!
Dan, thank you so much for reflecting on this lesson. Honestly... you just made my day. :D
Will be sharing this with our faculty. Thanks Anna !!
I specifically like how you used the exemplar and provided the targeted feedback after prioritizing what was the "most important" of all the "important' components.
The revision aspect is huge and we are trying to build a genuine system of assessment that allows for that.
As a side note: I love that you're wearing feather earrings to compliment your birdhouse analogy.
Rhonda, this made me LOL!! Thanks :D
Thank you for bringing this critical issue out.
My pleasure 😇
Great job. I have tried resubmition with a Research Paper. Students revised and rewrote a paper after it was graded. It was a good exercise and the second submissions were better quality. Thanks for this video series, its great to hear someone else confirming what I thought of as good instructional design!
I like that you said basically do not throw a bunch of stuff at them- what is the 1 thing you would want the student to walk away knowing...that was helpful! TY
😊
I like the video Anna. Only writing because you asked for feedback. In inserting my own take, I think I'd point out the roof as being kin to Frank Lloyd Wright's design, it is not necessarily NOT structurally sound, just creative, the rain would run off appropriately.....I like to find a positive first when supplying feedback that might be seen as negative in the student's eyes. Then I'd probably ask the student to look up what type of birds would use a house with this size hole, to make sure we're drawing the bird they (the student) wants to attract. The student would then find their error on their own and/or maybe choose the bird they'd like to have use their birdhouse and adjust the size of the hole without the teacher even mentioning the danger of a squirrel or how it might be a bit too big. (Plus bonus, they learn a little about birds!). After that in talking about how the rain would roll off of the existing very creative and abstract style roof, the discussion about how wood can absorb water needs to be addressed and suggestions for treating it can ensue.
P.S. Absolutely give chance to resubmit! This student is an architect and they adjust designs many times before the house is built!
Nice you could come to my class and try this in real life. Now I am teaching Special Ed social skills. In the Construction Technology classes the students had the opportunity to always improve. The more they worked on machines the better there quality was. It was always fun to compare a first project to their final summative evaluation showing all the skills they learned. It is too bad that shop classes are not valued more.
Thank Anna, this video really made me reassess my own feedback mode. I will have to make some changes.
Maria, wonderful to hear you found it useful and hopefully it improves your learner's output :) Let me know!
I'm working on my BA design thesis and my mentors are torturing me!!! They kept on insisting their ideas on me. Tough because I'm getting feedback from 5 mentors who all have different ideas and expectations. At this point of confusion: I will ignore them, do what I believe is best for me, and defend my thesis. Whatever the outcome is so be it.
I love what you said about resubmission. How else can one prove that they've mastered the content and learned from their mistakes? Thanks for this!
Thank you for the video. Still, the first birdhouse without feedback seems to be more artful and nice :).
I really loved what you said about giving another chance to students to improve their work. Many teachers don't do that and this makes students feel frustrated and they end up hating this particular subject. Constructive feedback and a second chance really make a difference. Thanks for sharing and I subscribed to your YT and I am eager to learn more .
Faiza, glad this resonate with you. Thanks for taking the time to let me know...let me know how/where you apply this !
Thanks for replying.
Thank you so much my professor actually chose this video for class you rock!
Great! Thanks for letting me know that it is useful. To your success!!
Thanks so much. Wonderful advice which is so supported by the research!
I agree with the points you made. Much like data-driven-instruction. I'm writing a graduate paper on 3rd-grade student feedback preferences and effective feedback. I am finding very little research in this area, relative to other topics.
Would you like to share your conclusion about the feedback for that grade level in your graduate paper?
Very useful, thanks!
Great advice - I am going to share your video in an essay I have to write this week for my teaching license :) One of my favorite professors embeds his comments within my submitted essay - then allows us to resubmit, which is amazing. With the option to resubmit I get to expand my original thinking, and better understand the questions asked in the essay.
given an opportunity for Re submission is good idea . Probably student will get a feeling of learning and accomplishment.
Absolutely :)
I like how you presented this! I really struggle not overwhelming my students and spending far too much time on feedback. Do you have any strategies to help yourself ignore other mistakes that are not the primary focus?
i think you are taking about feed-up and feed-future correct me if i am wrong but very simple and effective way to explain that super like to your video
what about if there are 30 students; do they have to resubmit?
In General I got the idea and I like it
Very Nice Video Go A Head
Thank you 😊
Excellent idea, this re-submission thing; I think i'll try it with my wife. When I do something wrong that requires a visit to the dog house or sleeping on the couch, I will just re-submit my actions and get a better grade and get to sleep in my real bed (hehehe!). But seriously, this really shows that a student can improve on his work and learn something. Do you think that students should be graded more stringently after the second submission?
Number 1 take-away...Allow a re-do. Give students a chance to show that they understood what went wrong and how to fix it. They will learn so much more than if they got it right the first time.
Great thanks! For me the key is to give feedback on the objective of the task based on success criteria given.
Good morning! Is it possible to talk about analyzing the Rubricl.
What specific questions do you have?
Good, but I need more theoretical points for feedback to students regarding oral production. Thanks
Use video to help them....have them resubmit "problem" segments...
What about the notion of showing pupils what a good bird house looks like? ie via an exemplar or showing pupils clear success criteria pre-task. This can focus the feedback even more and help students to avoid unecessary pitfalls.
Totally aligned with you on this one. Yep. I absolutely agree.
modeling can be good for lower levels but sometimes it kills creativity and students will try to copy the same model instead of creating their own model. Yeah but still this depends on students' age and grade level
That was a great help.... Wish I could get some points for teensger students
Not so easy to focus on just one thing when giving feedback on a term physics test.
I think it would be better to say not to give poor judgement. Giving praise to your students for the things they do fluently is an important part of the teaching process, but I agree that judging what students do poorly doesn't benefit them.
Just provide samples and let us decide what the purpose and goals are based on what words you recommend. God, everyone talks their lungs out and fail to provide one single word as a sample.
You do rave on a bit. Get to the point thanks. Feedback for what age group. Maybe keep to the age of the students.
Thanks Josephine. I think this sort of modelling works for all ages.
Marc,
Thank you for sharing your experience from the German clients - you know it's "funny" - no joke intended :) - how humor is so feared everywhere, but some of my best work has been when I incorporated components that people think are a bit goofy and make them smile. Those are the moments they remember!
Andrew, your idea is genius, and I think you should put together a follow-up video of how this would manifest itself in relationships. Ha!
Your point about stringency is really thought provoking. I've recently read, I have to find the source, that even with the opportunity for resubmission, most students change very little - it's like there is no incentive for improvement. A way to address this would be to make areas that were identified as needing improvement worth more on the final submission?
Tom,
It's cool to hear you found this useful! So you posted this comment a while ago, how are the studies going? Also, are you a fan of John Taylor Gatto? I like what he writes about and I think it pushes educators to rethink their approach to teaching. It's food for thought.
Thank you raidernc!
Did you change your assessment criteria from the first to second submission? I'm only asking because of my reply to Andrew and his query about the second submission assessment criteria being more "stringent" :)