Teaching Group Meeting Slides, Adapted from Monica Perez Fantastic Feedback Presentation 2016

1. FANTASTIC
FEEDBACK
A D A P T E D F R O M M O N I C A P E R E Z 2 0 1 6
H T T P S : / / V I D E O . B Y U I . E D U / M E D I A / F A N T A S T I C + F E E D B A C K 2 0 1 6 / 0
_ 0 N G G G M 3 Y

2. COURSE VISIT FEEDBACK
STANDARDS/RUBRIC
Exceeds Expectation Students receive frequent, substantive feedback that invites them to
apply learning or shows other personal connections and insight in
addition to basic instruction
Meets Expectation Each student receives weekly feedback on assignments, or as
frequently as the course permits. Feedback left for students offers
specific instruction about what has been done well,
how to improve. Feedback is relevant to the student and the
assignment objections.
Falls Below Expectation Feedback left for students is non-existent, minimal, generic, and/or
irrelevant to student or lesson objectives.

3. GOAL OF FEEDBACK
“AS MANY AS I LOVE, I REBUKE AND CHASTEN” BY D. TODD CHRISTOFFERSON APRIL 2011
HTTPS://WWW.LDS.ORG/GENERAL-CONFERENCE/2011/04/AS-MANY-AS-I-LOVE-I-REBUKE-
AND-CHASTEN?LANG=ENG
Divine Chastening has at least 3 purposes:
1. To persuade us to repent
2. To refine and sanctify us, and
3. At times to redirect our course in life to what God knows is a better path
Student Feedback is similar
1. To persuade the student to change
2. To help students become and understand better
3. Clarify confusion and get student back on the right path

4. HOW DOES CHRIST GIVE FEEDBACK
• Points Out Good Individually
– D&C 124:15
• Points out good in groups
– Rev 2:19
• Identifies Problem Quickly, Clearly (“sharp”) and Shows Love
– D&C 95:1-3
– D&C 121:43

5. INSTRUCTOR STANDARD #2, 9.2.3
• Provide Timely Feedback
– grades within seven days of the assignment submission and
provide appropriate, substantive feedback to individuals,
classes, and administrators.
• Remember the One
• Vary Feedback Strategies
• Offer Selective Feedback

6. STRAIGHT FROM THE HANDBOOK:
Online instructors can’t respond to each student
activity or assignment with lengthy, personalized
feedback. But even if they could, it would be unwise to
do so. Too much feedback can quickly shift the
responsibility for learning from the student to the
instructor. Using a variety of feedback strategies can
save time while still offering students the guidance they
need.

7. REMEMBER THE ONE
• Kindness and respect
• Feedback is always personal to the one receiving it
– Hint: Allow student to submit early for feedback and resubmit with changes before
the deadline (i.e. for Language difficulties) for specific assignments that are
specifically challenging
• Since you have submitted your paper early, you may make revisions and resubmit
them for a higher score before they are due Saturday night
– Hint: Build in a place for personal comment
• {firstname}
• I love…

8. REMEMBER THE ONE
• Accentuate the Positive
– Start or end with positive comments
– Use more positive than negative
• Use 3-1 rule
– Hint: Sandwich comments
• Especially with email messages
– Hint: Students who do well also want good comments, so vary “good comment phrase”
• Nice job participating in your group
• Your work was exceptional, beyond basic expectations
• Your paper was thorough and clears and shows deep thought and reflection. Excellent work
– Hint: To make it even better

9. REMEMBER THE ONE
• Be selective
–Focus on 1-2 key suggestions for improvement instead of
everything that’s wrong
–“too much feedback can be as damaging as too little”
–Hint: If students write asking for more detail and you feel it
is important for them to have, you can mark their
document and email it in response

10. REMEMBER THE ONE
• Be Kind
– Address students by name
– Assume students are doing their best
– Reach out to strengthen and lift them
– Establish a relationship of trust
– Keep a copy of the course photo directory in view
– Hint: Add personal note before the template

11. VARY FEEDBACK STRATEGIES
• Use Class-wide feedback
– Identify trends and offer feedback benefiting a large number of
students
– Class-wide announcement
– Model feedback
• Good student examples  point out what makes the model assignment
effective
– Narrated PowerPoint or Screencast
• Podcast response/Audio or Video Feedback
– Hint: Save class wide feedback or use old ones from previous
semester

13. VARY FEEDBACK STRATEGIES
• Use Rubrics or Grading Scales in which feedback is
imbedded
–Hint: Use the terminology from the rubric in feedback
–Hint: Note where the rubric can be found
–Hint: Put the rubric in a template and add details as
necessary; remember at least 1 good note

15. VARY FEEDBACK STRATEGIES
•Framed Responses
–Save in a file
–Use text expanders/macros
•(remember to build in places for
personalized responses)

16. OFFER SELECTIVE FEEDBACK
• Feedback is not just a justification for grades—it informs the
learning process
– Separate feedback from Grades
– Be Selective (give the most feedback on that which matters most)
– Manage Students (let students know the type of feedback they can
expect)
• Students need feedback each week, but not individual feedback on every take
completed

17. HELP STUDENTS FIND FEEDBACK

18. FROM LEAD LIKE THE SAVIOR
•Elder Oaks recently said, “We can think of
chastening as scolding, or we can think of
chastening as holding us up to the standard
expected for the performance, and the
chastisement is a challenge to use that vision of
the difference between performance and the
ideal as a way to grow.”

19. PRAYER FOR FANTASTIC FEEDBACK
HYMN 281—HELP ME TEACH WITH INSPIRATION
• Help me teach with inspiration; Grant this blessing, Lord, I
pray.
• Help me lift a soul’s ambition To a higher, nobler way
(verse 1)
• Fill my mind with understanding; Tune my voice to echo
thine.
• Touch my hand with gentle friendship; Warm my heart