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Feb 2010 Collaboration Feedback Presentation

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Feedback is a critical part of the learning process. We presented on providing feedback for face-to-face and online classes.

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Feb 2010 Collaboration Feedback Presentation

  1. 1. Making Feedback Meaningful and Motivating in Online or Traditional Classrooms<br />Northwest Iowa Community College<br />Sue Grapevine<br />Rebecca Hoey<br />Chris Anderson<br />
  2. 2. Ready, Set, Go!!!<br />Timer<br />
  3. 3. Making Feedback Meaningful and Motivating in Online or Traditional Classrooms<br />Northwest Iowa Community College<br />Sue Grapevine<br />Rebecca Hoey<br />Chris Anderson<br />
  4. 4. Definition of Feedback<br />Feedback, like assessment, is evaluative, BUT<br />feedback is given more like coaching—it<br />indicates to students what they must do to<br />improve for the future. Assessment comes<br />with a grade, feedback does not. Assessment<br />is announced like a grade, feedback is a<br />dialogue between the student and teacher.<br />-Fink, 2003<br />
  5. 5. Feedback from audience<br />The best type of pet is<br />A. a dog<br />B. a cat<br />C. a fish<br />D. a bird<br />E. none of the above<br />
  6. 6. What city are the current winter Olympic games being held?<br />A. Toronto<br />B. Montreal<br />C. Vancouver<br />D. Calgary<br />
  7. 7. True or false: Elephants are afraid of mice.<br />A. True<br />B. False<br />
  8. 8. Timeliness<br />To be most effective, feedback should be returned to students as soon as possible after the activity is completed.<br />A. True<br />B. False<br />
  9. 9. Research<br />Learners require regular, timely and user-friendly feedback in order to understand goals, to produce quality work, and to meet high standards.<br /> ~Wiggins, G. & McTighe, J. (2007)<br />
  10. 10. What is timely?<br />
  11. 11. Focus and Structure<br />Feedback should focus on student errors.<br />A. True<br />B. False<br />
  12. 12. How to write good feedback<br />Focus on goals<br />Make it instructional<br />Make it timely<br />Be positive<br />Use the Oreo Approach<br />
  13. 13. No Feedback<br />Compare and contrast an elephant and a mouse noting at least one similarity and one difference between the two animals. (10 points)<br />
  14. 14. Vague Feedback<br />Compare and contrast an elephant and a mouse noting at least one similarity and one difference between the two animals. (10 points)<br />
  15. 15. Babbling<br />Compare and contrast an elephant and a mouse noting at least one similarity and one difference between the two animals. (10 points)<br />
  16. 16.
  17. 17. Good<br />Compare and contrast an elephant and a mouse noting at least one similarity and one difference between the two animals. (10 points)<br />
  18. 18. You try it!<br />Jane has a cell phone plan that costs her $30.00 a month for 1000 minutes of air time plus 25 cents for each text message she sends during the month. Jane had 689 minutes of air time during January and she sent 100 text messages that month. What is Jane's cell phone bill for January? Explain how you calculated the bill.<br />
  19. 19. Encouragement and Praise<br />Feedback is not the place to offer help or encouragement.<br />A. True<br />B. False<br />
  20. 20. Encouragement and Praise<br />Offering lots of general praise helps students to succeed.<br />A. True<br />B. False<br />
  21. 21. Feedback on opening activity<br />
  22. 22. Research<br />Educative feedback IS provided<br />For the sake of learning <br />To encourage students <br />Educative Feedback IS NOT provided<br />For the sake of rating a student's performance.<br />
  23. 23. Praise and Encouragement<br />Avoid praise that focuses on student ability<br />Avoid false praise<br />Encourage students by<br />Recognizing what they are doing correct<br />Specifically stating what needs to change to achieve success<br />Asserting that students can be successful<br />
  24. 24. Relationships<br />Feedback does not encourage relationships between students and instructors because students feel intimidated.<br />A. True<br />B. False<br />
  25. 25. Research<br />Acquiring knowledge requires<br />Human interaction<br />Communication oriented education model<br />The learning environment should include<br />Meaningful and reflective interactions<br />Many opportunities for feedback<br />
  26. 26. Time Management<br />Providing detailed feedback takes a lot of time.<br />A. True<br />B. False<br />
  27. 27. Research<br />Using good feedback can help students<br />Develop self-regulated learning<br />Focus on goals<br />Develop their own beliefs in their abilities to learn<br />Students who are confident in their abilities and who are focused on goals become less dependent on the teacher!<br />
  28. 28. Time Management Suggestions<br />Provide clear instructions up front<br />“Compare and contrast an elephant and a mouse.”<br />Versus<br />“Compare and contrast an elephant and a mouse noting at least one similarity and at least one difference. Use correct spelling and grammar.”<br />
  29. 29. Time Management Suggestions<br />Provide feedback for common errors to the entire class as opposed to individual students<br />“As I graded the homework, I saw that many students were forgetting to….”<br />
  30. 30. Time Management Suggestions<br />Use a grading code<br />Underlined text is correct.<br />( ) √ means the material in the parentheses is incorrect.<br />( ) ? means I don’t understand the material in the parentheses.<br />
  31. 31. Time Management Suggestions<br />Use rubrics<br />Example<br />
  32. 32. Time Management Suggestions<br />Use “premade” feedback and modify to fit the student<br />Example<br />
  33. 33. Student Perceptions<br />Feedback isn’t important because students won’t pay attention to it anyway.<br />A. True<br />B. False<br />
  34. 34. Research<br />Core behaviors to promote positive student-teacher interaction<br />Active learning experiences<br />Meaningful feedback<br />Behaviors are critical for both distance and face-to-face teaching<br />
  35. 35. When is feedback most effective?<br />Student perceptions<br />Student is confident of response, response is correct = less effective<br />Student is not confident of response, response is not correct = less effective<br />Student is confident of response, response is not correct = student most receptive to feedback<br />
  36. 36. When is feedback most effective?<br />Quality of performance<br />Most effective when it corrects misunderstandings<br />Least effective when student totally misunderstands concepts<br />
  37. 37. Vehicles for Feedback<br />Written feedback is the most effective.<br />A. True<br />B. False<br />
  38. 38. Research<br />Effective feedback can be delivered via<br />Written communications<br />Audio recordings<br />Video recordings<br />
  39. 39. Demonstration<br />
  40. 40. Wrap-Up<br />Questions?<br />Wiki<br />SurveyMonkey<br />Collaboration Evaluation<br />

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