Centrality of Mission in Leadership -- a clearly defined and articulated Mission is inspiring and motivational and key for any organization to be successful
Have your cake and rate it: modelling feedbackFelix Janeway
Throughout their degree programmes students will face continual assessment. Students who can engage with the feedback, positive or negative, have an insight into the expectations for the future and have a chance to reflect on their learning styles and habits.
An activity was designed to be conducted with 60 non-standard mature learners and school leavers undertaking an interdisciplinary science foundation year in order to engage the students in the process of writing and receiving feedback as part of an induction activity week.
Students were asked to choose criteria and assess a series of cakes made to a specific brief. In a light hearted, yet informative way, the activity allowed for relatable and obvious modelling of giving and receiving feedback, encompassed a plagiarism element, and demonstrated the need to appreciate priorities and weightings when completing a task. The approach could be readily adapted to other learning situations.
Centrality of Mission in Leadership -- a clearly defined and articulated Mission is inspiring and motivational and key for any organization to be successful
Have your cake and rate it: modelling feedbackFelix Janeway
Throughout their degree programmes students will face continual assessment. Students who can engage with the feedback, positive or negative, have an insight into the expectations for the future and have a chance to reflect on their learning styles and habits.
An activity was designed to be conducted with 60 non-standard mature learners and school leavers undertaking an interdisciplinary science foundation year in order to engage the students in the process of writing and receiving feedback as part of an induction activity week.
Students were asked to choose criteria and assess a series of cakes made to a specific brief. In a light hearted, yet informative way, the activity allowed for relatable and obvious modelling of giving and receiving feedback, encompassed a plagiarism element, and demonstrated the need to appreciate priorities and weightings when completing a task. The approach could be readily adapted to other learning situations.
Have your cake and rate it: Modelling feedback and assessmentFelix Janeway
Throughout their degree programmes students will face continual assessment. Students who can engage with the feedback, positive or negative, have an insight into the expectations for the future and have a chance to reflect on their learning styles and habits.
An activity was designed to be conducted with 60 non-standard mature learners and school leavers undertaking an interdisciplinary science foundation year in order to engage the students in the process of writing and receiving feedback as part of an induction activity week.
Students were asked to choose criteria and assess a series of cakes made to a specific brief. In a light hearted, yet informative way, the activity allowed for relatable and obvious modelling of giving and receiving feedback, encompassed a plagiarism element, and demonstrated the need to appreciate priorities and weightings when completing a task. The approach could be readily adapted to other learning situations.
Have your cake and rate it: Modelling feedback and assessmentFelix Janeway
Throughout their degree programmes students will face continual assessment. Students who can engage with the feedback, positive or negative, have an insight into the expectations for the future and have a chance to reflect on their learning styles and habits.
An activity was designed to be conducted with 60 non-standard mature learners and school leavers undertaking an interdisciplinary science foundation year in order to engage the students in the process of writing and receiving feedback as part of an induction activity week.
Students were asked to choose criteria and assess a series of cakes made to a specific brief. In a light hearted, yet informative way, the activity allowed for relatable and obvious modelling of giving and receiving feedback, encompassed a plagiarism element, and demonstrated the need to appreciate priorities and weightings when completing a task. The approach could be readily adapted to other learning situations.
