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Learning Loop: Providing Feedback

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  • Efficient, effective feedbackFocusSourceMode
  • To provide effective and efficient feedback on students’ communication, you’ll need to focus your efforts. To help you do so, I want you to remember three things:A Garmin global positioning systemLSU’s Easy StreetsAnd Hershey’s miniatures
  • A Garmin global positioning systemLSU’s Easy StreetsAnd Hershey’s miniaturesAnd to illustrate why these three prompts are relevant to effective and efficient feedback, we’ll work with the writing sample at your seat.
  • this writing assignment in religious studies asks students to use what they’ve been learning in class about narrative style to interpret a story or two in Exodus. So we have application at work and analysis. Below it is a copy of a student’s draft.
  • Global concerns are features of communication such as purpose, audience, content and development, and organization—the kinds of concerns that will have a big impact on the success of a communication. Without the writer’s successful attention to global concerns from the very beginning, it is less likely to matter if the local concerns are met or not.
  • Local concerns such as style, sentence structure, word choice, gestures in speech or punctuation in writing or usage can’t make up for global weaknesses in a communication.What does it matter if the student fixes the punctuation, wrong words, and agreement errors in the introduction if the essay itself doesn’t meet the assignment? Or if the student decides later to scrap the intro and begin again?So when you’re giving students’ feedback on a draft or a practice session, use your GPS to hone in on the global concerns first and don’t be distracted by the local ones.
  • Now for the Easy Streets. There are three steps to focused feedback and that lead to effective revision, which is after all, the primary purpose for giving feedback on drafts.First you detect that a problem exits—that the bar won’t go up or in the case of writing you realize I say I’m going to do x , y, and z, but I never get to z.The ideas seem to be in a random order.I get lost in your explanationNext, you need to diagnose the problem. I forgot my wand or it isn’t working or the attendant is asleep or in the case of writingThese items aren’t parallel. I may need to define some terms or give an example. I start out chronologically then I switch to what’s most/ least important.Finally, you select a strategy. Roll down your window and wave the wand again, back up and pull forward more slowly, or hit the gas and break off the arm. Or in the case of writing, you decide to Consult a handbook.Show more than tell. Outline and then rearrange.
  • Let’s take a look at the THIRD paragraph in the draft.What is the writer’s main point? What problem do you detect? A lack of development What do you diagnose as the problem? Writer hasn’t chosen a story or stories to analyze in detail. What strategy would fix it? Often there are several options with strategies and the writer needs to be the decision maker.Yes there are local problems, but let’s see how the writer fixes the global ones first.
  • Now for the Hershey’s miniatures—offer a variety of bite-sized advice best suited to the student and the situation.For example--For a research paper, look at the introduction with its statement of the problem or thesis.A few days later, look at a segment for development and coherence and use of sources.Then close to the due date, look at the first five entries of the Works Cited for correct documentation.You won’t be doing any more reading than if you were trying to go through the whole draft.The way in which you deliver you bite-sized advice depends on the situation
  • As you offer focused feedback, determine what the student communicator—the writer, speaker, visual designer—needs to know to improve the text.If it’s objective knowledge that exists in a source beyond you or the student, be directive. Tell the student where to find the information. If a student needs help with Chicago Manual of Style—direct her to the source. Show her how to use it.If the student needs to identify subjective knowledge—information that resides only in the student--such as what do you want to write about or what happened in the experiment, use non-directive techniques such as open ended questions.If the student needs help creating new knowledge, knowledge that does not yet exist in the student, an outside source, or the teacher—such as how to organize a paper or how to develop his ideas, then a collaborative approach will work well. For example, you might work together to understand genre based needs (such as helping the student discover ways to make a newsletter more appealing to his audience) or to clarify what the writer wants to convey by asking probing questions or to clarify places in the document that are confusing by letting the student know how a reader reacts to a text.Bite-sized advice tailored to the student’s needs is indeed focused feedback.
  • The timing of our feedback is also important.While it’s good advice to grade as little and as late in the process as possible,it’s also good to give as feedback as early as possible so that students have time to incorporate your changes. Extensive feedback on final papers that end up in the trash can is not a productive use of your time.
  • So, now you know. To provide effective and efficient feedback on students’ communication, you’ll need to focus your efforts. A Garmin global positioning system—global concerns before local onesLSU’s Easy Streets—detect, diagnose, select a strategyAnd Hershey’s miniatures—a variety of bite-sized feedback delivered in a way that best suits the student’s needs.
  • To provide effective and efficient feedback on students’ communication, you’ll need to focus your efforts. To help you do so, I want you to remember three things:A Garmin global positioning systemLSU’s Easy StreetsAnd Hershey’s miniatures
  • *feedback is physical But should not get to the point of overwhelmingFeedbackdoesn’t rely solely on the Professor’s shoulders…Associations: *permanently marked with the feedback ink
  • Just as we need to vary the types of feedback, Principles: not just for professor; students must learn to seek other sources!
  • Goal:Introduce students to negotiating the levels of feedback Diversity in what’s communicated.Effective Communication Calibration: the more people you show something to the more you can gauge
  • We are not seeing students’ best efforts!Self-assessmentRevisionStrategies: get off screen, read aloud, pin ups, diagrams, video interviews/reflections, etc.Modeling: comparison to Student examplesGrade the DRAFT???
  • Peer group revisionsMaterials exchangeBlogsSave time, but also to develop critical component so they can train how to evaluate others’ work (beneficial for their own)Accessibility: peer language, atmosphere
  • CI courses doesn’t rely solely on Professor’s shoulders…Use studios as filter, and support.
  • This is what you do everyday. Here you are the expert, but we want to refine our own practices and communication skills for students to model, both for presentations and evaluations. The crux of CI courses is still the individualized feedback given directly by the professor, and the opportunity the students have to rework their material to take into consideration the feedback-revisions loop.Sometimes professors ignore getting feedback of their own: surveys (helpful: @ midterm evaluations)
  • Advisory boardInvitations to critiquesMock interviews
  • Raw images versus edited ones. Portfolio development/layout.Gate portfolio requirements, competitions, etc. REVIEW AGAIN BEFORE PROFESSIONAL ATMOSPHERE outside of class bridge to careers
  • To provide effective and efficient feedback on students’ communication, you’ll need to focus your efforts. To help you do so, I want you to remember three things:A Garmin global positioning systemLSU’s Easy StreetsAnd Hershey’s miniatures
  • Good for writing feedback and video presentation work out-of-class
  • ENGL 4304 Peer to Peer Video Review Blog
  • ENGL 4304 Peer to Peer Video Review Blog
  • Good for providing visual feedback
  • Great for collaborations, discussions and sharing via the internet with “face-to-face” conversations and interaction.
  • Transcript

    • 1. Closing the Feedback Loop:
      effective & efficient strategies for providing feedback
    • 2. FOCUS
      1
      SOURCE
      2
      DELIVERY METHOD
      3
    • 3. 1
      FOCUS
    • 4.
    • 5. Assignment: Introductory Course in Religious Studies
      In the Hebrew scriptures, we have discussed several characteristics about how stories are told, what we’ve called their narrative style. These characteristics include the following:
      • Stories tend to be brief and characterization emerges from what the characters say and do rather than from description.
      • 6. There are few abstract nouns, and sentences tend to be short and simple.
      • 7. The narrative’s appeal is emotional rather than intellectual.
      • 8. The text shows internal evidence of an earlier oral tradition.
      Write a short essay in which you analyze the narrative style of one or two stories contained in the first 23 chapters of the Book of Exodus. All papers should be in an acceptable style, written in standard edited English. Length: 700-750 words
    • 9. Sample Student Paper: How the Hebrew Scriptures Are Told
       
      The stories of the Hebrew scriptures have some special characteristics. The stories are brief, characteristics emerge from actions rather than descriptions, and the sentence structure is short and brief. When the elements are put together you get a feel for how the Hebrew scriptures are told.
        The sentence structure of the Hebrew scriptures is short and brief. There are no complex sentences in the Hebrew scriptures. An example of this short and brief sentence structure can be found in Exodus 8:3. "But the magicians did the same by their magic arts." That sentence was taken right after Aaron used the staff to overrun Egypt with frogs. There is an affect that this short and brief sentence structure gives the reader. Without long, complicated sentences the reader is drawn right into what is being written. This also allows for a little bit of interpretation on the reader's part. The event is not described in detail. It's left up to the reader to formulate their own image of what is going on.
        These short sentences in turn lead to short stories. Most of the stories in Exodus range anywhere from a quarter to a half of a page. This also has an important function. It keeps the reader reading. Longer stories tend to drag on, and some of what is being said is lost along the way. The writer makes his point about the story quick and then gets out. 
      Because the stories are short there is no room for descriptive passages on how a particular character feels. Instead, the characters' traits are literally shown to us by what they say and do. We can tell that Moses is a very brave man. It does not say anywhere in the text that he is brave, but you can tell by his actions. He confronts Pharoh, who at this time is a very powerful individual. Pharoh has all of the Israelites enslaved, and what does Moses do? He approaches Pharoh and says, "Let my people go." This takes an awful lot of courage, but nowhere does it say specifically that Moses is courageous. Pharoh, on the other hand, is seen to be an individual who is not very bright. He tells Moses after the fourth plague, "I will let you go to offer sacrifice to the Lord, your God, in the desert, provided that you do not go far away and that you pray for me." This tells us two things about Pharaoh. First, he is not the smartest person in the world. Pharaoh is willing to let the slaves go away from him to pray. Only a person of very low intelligence would allow his slaves to do something like that, because they may escape. It also tells us that Pharoh does not put that much faith in his God. This gives you the idea that Pharoh thought the God of Moses was more powerful.
      With all of these characteristics put together you can start to see how the Hebrew scriptures are told. Through the use of short sentences and stories, as well as characterizing people by what they say and do, you get a very straight forward story. This also leaves itself open to the imagination as well. With the lack of some details the reader can then have many images in their mind. (562 words)
    • 10. From Global
    • 11. To Local
    • 12. Global Concerns
      Purpose
      Audience
      Content, development
      Organization
      Citation
      http://content.lib.washington.edu/wtoweb/images/wto-protest.jpg
    • 13. Local Concerns
      Style
      Sentence Structure
      Gestures or punctuation
      Word choice
      Usage
      http://image.absoluteastronomy.com/images/encyclopediaimages/n/no/nolamayorsracesigns.jpg
    • 14.
    • 15. 3 Steps to Focused Feedback:
      Detect that a problem exists
      Diagnose the problem
      Select a strategy
    • 16. These short sentences in turn lead to short stories. Most of the stories in Exodus range anywhere from a quarter to a half of a page. This also has an important function. It keeps the reader reading. Longer stories tend to drag on, and some of what is being said is lost along the way. The writer makes his point about the story quick and then gets out.
       
    • 17. Offer bite-sized advice
    • 18. Which 1 or 2 stories do you think best show narrative style?
      Let’s talk a bit about emotional vs. intellectual appeal.
      Check the text for correct spelling of Pharaoh.
    • 19.
    • 20. FOCUS
    • 21. 2
      SOURCE
    • 22. Professor is not Atlas.
    • 23. Layers vary the source
    • 24. Layers of feedback
    • 25. Self
      Communication is not about knowing all of the rules; it’s about self awareness.
      http://experimentiv.files.wordpress.com/2007/12/self-portrait-or-desperate-man-gustave-courbet.jpg
    • 26. Peer
    • 27. Studios
      Writing consultations (151 and A+D)
      Phased video, poster, and oral presentations feedback
      Portfolio development
      Interviewing techniques
      Class workshops/lectures
    • 28. Professor
      • Desk critiques (informal)
      • 29. Formal critiques
      • 30. Surveys
    • Pedagogical: developing materials in conjunction with studios
      Videos in Engineering
      Video work
      Dreamweaver and Tigerbytes II handout
      Assignment and experience based:
      checklist for concept statements
    • 31. professional
      From ART 4564, Graphic Design Senior Studio
    • 32. Oral critiques of presentations and portfolios
    • 33. 3
      DELIVERY METHOD
    • 34. DELIVERY FORMAT
    • 35. Best
      Better
      Review
      Basics
      Adobe Connect
      Good
      Blogs
      Low to Medium Difficulty
      Low Difficulty
      Medium to High Difficulty
    • 36. B
      O
      L
      G
    • 37. Blog Feedback
      http://engl4304videoreview.blogspot.com/
    • 38. Presentation Rehearsal
    • 39. Blog PROS
      Blog CONS
      Easy-to-use
      +
      -
      Set-up required
      Embed video
      +
      -
      No in-line comments
      Security features
      +
      -
      Low interactivity
    • 40.
    • 41. Flexibility
    • 42. PARTICIPATION
    • 43. Review Basics
      PROS
      Review Basics
      CONS
      Variety of formats
      +
      -
      Limited features
      In-line comments
      +
      -
      No face-to-face
      Password protected
      +
      -
      Learning curve
    • 44.
    • 45. Collaboration Template
    • 46. Discussion Template
    • 47. Sharing Template
    • 48. Adobe Connect
      PROS
      Adobe Connect
      CONS
      High interaction
      +
      -
      Camera & mic needed for high interaction
      Variety of uses
      +
      -
      Learning curve
      Password protected
      +
      -
      Set-up required
    • 49. PRAISE