Resilience involves having the ability to respond to stressors and setbacks in a healthy way to achieve goals with minimal cost. Qualities of resilient students include self-efficacy, an internal locus of control, problem solving skills, openness to learning from mistakes, commitment, flexibility, reflection skills, emotional regulation, and ability to seek assistance. Feedback can help develop resilience by establishing a feedback culture, helping students set goals, providing choice and frequent explicit feedback, verifying understanding, and facilitating self-evaluation. Providing challenges and feedback allows students to build resilience through overcoming difficulties and achieving goals.
Buford Middle School PD Focus Group - FeedbackAnnie Evans
This document discusses resilience and feedback in medical education. It defines resilience as the ability to respond to stressors and achieve goals with minimal cost. Key characteristics of resilient students are self-efficacy, problem solving skills, openness to learning from mistakes, and emotional regulation. The document recommends that educators establish a feedback culture, help students set clear goals, and provide frequent, explicit feedback to develop resilience. Feedback should include coaching, verifying understanding, and facilitating self-evaluation.
Effective feedback provides students with information about their performance on a task, evaluates how well they did, and provides guidance on improvement. It should be specific, use models of desired outcomes, acknowledge successes while focusing on areas for growth, and allow time for students to apply the feedback. The nature of feedback should depend on the learning area and task. Feedback aims to improve future performance rather than just measure past performance.
This document discusses the importance of effective academic feedback and outlines seven keys to providing effective feedback: being goal-referenced, tangible, actionable, user-friendly, timely, ongoing, and consistent. It describes an activity where teachers work in groups to identify characteristics of effective feedback, evaluate examples of effective and ineffective feedback, and improve ineffective examples. The document emphasizes that academic feedback is strongly related to student achievement regardless of student characteristics and that teachers should focus on providing feedback aligned with the seven characteristics.
Topic: Counselling of Students After Reporting The Results
Student Name: Siraj ul-Haque
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
The document discusses different types of feedback. It defines feedback as information given to students about their performance relative to learning goals in order to guide future performance. The main types of feedback discussed are positive feedback, negative feedback, verbal feedback, written feedback, quantitative feedback, and qualitative feedback. Constructive feedback is described as information-specific, issue-focused, and based on observations. Two studies on the effectiveness of different types of feedback are summarized. The first study found that students who received only comments on their work scored 30% higher on subsequent work, while scores negated the benefits of comments. The second study found that only comments led to improved work, while grades and praise produced no more progress than no feedback.
Buford Middle School PD Focus Group - FeedbackAnnie Evans
This document discusses resilience and feedback in medical education. It defines resilience as the ability to respond to stressors and achieve goals with minimal cost. Key characteristics of resilient students are self-efficacy, problem solving skills, openness to learning from mistakes, and emotional regulation. The document recommends that educators establish a feedback culture, help students set clear goals, and provide frequent, explicit feedback to develop resilience. Feedback should include coaching, verifying understanding, and facilitating self-evaluation.
Effective feedback provides students with information about their performance on a task, evaluates how well they did, and provides guidance on improvement. It should be specific, use models of desired outcomes, acknowledge successes while focusing on areas for growth, and allow time for students to apply the feedback. The nature of feedback should depend on the learning area and task. Feedback aims to improve future performance rather than just measure past performance.
This document discusses the importance of effective academic feedback and outlines seven keys to providing effective feedback: being goal-referenced, tangible, actionable, user-friendly, timely, ongoing, and consistent. It describes an activity where teachers work in groups to identify characteristics of effective feedback, evaluate examples of effective and ineffective feedback, and improve ineffective examples. The document emphasizes that academic feedback is strongly related to student achievement regardless of student characteristics and that teachers should focus on providing feedback aligned with the seven characteristics.
Topic: Counselling of Students After Reporting The Results
Student Name: Siraj ul-Haque
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
The document discusses different types of feedback. It defines feedback as information given to students about their performance relative to learning goals in order to guide future performance. The main types of feedback discussed are positive feedback, negative feedback, verbal feedback, written feedback, quantitative feedback, and qualitative feedback. Constructive feedback is described as information-specific, issue-focused, and based on observations. Two studies on the effectiveness of different types of feedback are summarized. The first study found that students who received only comments on their work scored 30% higher on subsequent work, while scores negated the benefits of comments. The second study found that only comments led to improved work, while grades and praise produced no more progress than no feedback.
How to get the most out of assessment through feedbackr_ajjawi
This document discusses feedback in medical education assessment. It begins by defining formative and summative assessment and explaining that feedback is valuable for both. Feedback is defined as information comparing a trainee's performance to a standard in order to improve. While feedback is seen as important, there is often a "feedback gap" where educators feel they provide more feedback than students perceive receiving. This gap can be bridged through actively involving students in feedback dialogues, with self-review, peer-review and discussion of standards. Both teacher and learner strategies are needed to improve the feedback process.
this is one of the main ingredients or topics which is added by the National Commission of India(NMC). It holds a one-hour important lecture in the revised basic course workshop. The feedback register is to be maintained by the student of MBBS. which is mandatory according to NMC guidelines
This document provides guidance on effective communication and feedback techniques for performance management. It discusses the importance of active listening, planning feedback conversations, focusing feedback on observable behaviors, delivering feedback in a constructive manner, involving the employee in problem-solving, setting clear expectations and goals for improvement, and following up to ensure progress is made. The overall message is that regular feedback is essential for employees to learn and develop their skills.
Rethinking feedback practices: Keynote Med Ed Conference Taiwan 18Oct 2014r_ajjawi
Rethinking feedback practices: insights from research
We are seeing a shift in understandings of feedback from information telling towards social and cultural perspectives aimed at helping students to self-regulate their own learning. Our conceptions of feedback inform how feedback is practiced, e.g., if feedback is thought of as information transmission to ‘tell’ the learner about their performance then our feedback practices will tend to be unidirectional from tutor to learner with a focus on content and delivery. However, simply providing feedback does not ensure that students have read, understood or engaged and learned from it. The aim of this keynote is to synthesise key research evidence into feedback, including the persistent so called ‘feedback gap’, and to draw recommendations for how feedback could be practiced and embedded into curricula in order to optimise learning of students and staff.
This presentation discusses the concept of Feedback in sport. The types of feedback, use for players and coaches, effects on athletic performance, importance and research in the area will all be covered.
This document discusses and compares three types of assessment: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning is summative and used to report student progress. Assessment for learning is formative and used by teachers to provide feedback and guide instruction. Assessment as learning emphasizes the student's role in connecting assessment to their own learning. The document argues that a rebalanced approach focusing more on assessment for and as learning can better support students.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
The presentation on 'Feedback' was prepared and presented during 2013-2014 as a part of M.Ed. the curriculum of School of Education, Pondicherry University, Puducherry.
The presentation contains about Feedback, Types of Feedback, Characteristics of Constructive Feedback, and Function of Feedback.
Effective feedback provides students with specific information about what they have done well and how they can improve, gives them guidance for future tasks, and allows time to apply the feedback. It should focus on the learning goals and standards, acknowledge successes, and be accessible, varied, and enable students to benefit from the feedback. The nature of feedback should depend on the learning area and task.
PBIS is a framework for assisting schools in establishing a positive social culture and behavior supports for all students. It emphasizes prevention of problem behaviors, data-driven decision making, and a multi-tiered system of support. PBIS has been implemented in over 14,000 schools across the US, with research showing reductions in problem behaviors and improved academic outcomes. It utilizes positive reinforcement of appropriate behavior over negative consequences and provides increasingly intensive intervention supports for students based on individual needs.
Effective feedback provides students with guidance to improve future performance by objectively describing their current performance and identifying areas of strength and areas for growth. Research shows feedback is most effective when it is timely, specific, and provides students with understanding of how to close the gap between their current performance and the learning goals. Feedback should recognize the desired learning goal, provide evidence of the student's current position, and help the student understand how to improve.
This document provides information on health promotion and education for dental hygienists. It discusses the responsibility of dental hygienists to educate patients on oral health. It also covers principles of learning, motivation, and behavior change theories like the health belief model and transtheoretical model. Examples of effective teaching tools and therapeutic communication techniques are presented. Throughout the document, there is an emphasis on meeting patients where they are at and facilitating behavior change through education and empowerment.
Assessment of learning is an integral part of the teaching process. Teachers assess learning to determine how well students attained the lesson objectives. The assessment tools used should match the performance objectives. It is important to provide feedback to students on their assessments so they understand how well they learned. When assessing students, teachers should consider different learning styles, intelligences, and use various assessment methods. Assessments should provide both positive and constructive feedback to students to help them succeed. Self-assessment by students is also emphasized. Assessment results should be communicated regularly to parents.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
Assessment is essential to teaching and learning. There are two main types of assessment: assessment of learning, which finds proof that learning objectives were achieved; and assessment for learning, which determines where students are in relation to lesson objectives. Effective assessment depends on clearly defined lesson objectives and measuring students' attainment of those objectives.
The document discusses the goals, objectives, and methods of evaluation in early childhood education. It explains that goals provide an overall view of what children will gain, while objectives are more specific. There are different types of objectives like developmental, content, and behavioral. Regular observation of children through daily activities is important for assessment, with the goal of understanding children's development and improving teaching. Valid observations do not interfere with natural learning experiences. Evaluation monitors progress and helps with planning, and integrated assessment and curriculum are important.
This document outlines a training for tutors on how to instill self-efficacy in insecure students. It defines self-efficacy as one's belief in their ability to achieve goals. The training covers tutoring basics like confidentiality and ethics. It also discusses challenges tutors may face like students' learning disabilities or limited resources. The document suggests tutors find ways to show students their progress, set achievable goals, and use "coping models" to improve students' self-confidence over time. The overall focus is on helping tutors understand how to create a safe learning environment that develops students' sense of self-efficacy and ability to learn.
The document discusses tools used for counselling services. It is divided into two broad categories: non-testing tools and psychological tests. Non-testing tools include interviews, observations, anecdotal records, cumulative records, sociometry and autobiographies. These tools are used to assess individuals without formal testing. Psychological tests provide information on intelligence, aptitudes, interests, abilities and personality. They include ability tests like achievement and aptitude tests, as well as personality inventories. The tests are important for counselling, vocational guidance, and identifying weaknesses or potentials in individuals.
This document discusses oral questioning and peer appraisal in education. It defines oral questioning as an effective way to stimulate student participation and develop critical thinking. The document outlines different types of oral questions and characteristics of good questions. It then defines peer appraisal as students assessing each other's work against criteria. The purposes, process, advantages and disadvantages of peer appraisal are presented. Sample peer evaluation and interview questions are also included.
This document is a resume for Anna Gillis, who seeks a counseling position working with children, adolescents, and families. She has a master's degree in clinical mental health counseling and related work experience including internships providing counseling services and crisis intervention. Her experience also includes case management and behavioral health work. She has conducted research and presentations related to counseling and neuroscience.
Bandura's theory,"self efficacy"... Bandura's theory,self efficacy......#... Bandura's theory self efficacy.. self belief,...##... Bandura's theory of self efficacy...###... Bandura's theory of self efficacy... Bandura's theory of self efficacy..## .. Bandura's theory of self efficacy.. self belief, self motivated...# Bandura's theory "self efficacy "...# .. Bandura's theory of self efficacy... Bandura's theory of self efficacy...self efficacy...self motivated...self belief..in her ability..to succeed in particular situation... Bandura's theory of self efficacy... self efficacy.. self efficacy...self efficacy...self efficacy...self motivated, self motivated... Bandura's theory "self efficacy"..Bandura's theory "self efficacy"..Bandura's theory "self efficacy".. self efficacy..Bandura's theory,"self efficacy"... Bandura's theory,self efficacy......#... Bandura's theory self efficacy.. self belief,...##... Bandura's theory of self efficacy...###... Bandura's theory of self efficacy... Bandura's theory of self efficacy..## .. Bandura's theory of self efficacy.. self belief, self motivated...# Bandura's theory "self efficacy "...# .. Bandura's theory of self efficacy... Bandura's theory of self efficacy...self efficacy...self motivated...self belief..in her ability..to succeed in particular situation... Bandura's theory of self efficacy... self efficacy.. self efficacy...self efficacy...self efficacy...self motivated, self motivated... Bandura's theory "self efficacy"..Bandura's theory "self efficacy"..Bandura's theory "self efficacy".. self efficacy..Bandura's theory,"self efficacy"... Bandura's theory,self efficacy......#... Bandura's theory self efficacy.. self belief,...##... Bandura's theory of self efficacy...###... Bandura's theory of self efficacy... Bandura's theory of self efficacy..## .. Bandura's theory of self efficacy.. self belief, self motivated...# Bandura's theory "self efficacy "...# .. Bandura's theory of self efficacy... Bandura's theory of self efficacy...self efficacy...self motivated...self belief..in her ability..to succeed in particular situation... Bandura's theory of self efficacy... self efficacy.. self efficacy...self efficacy...self efficacy...self motivated, self motivated... Bandura's theory "self efficacy"..Bandura's theory "self efficacy"..Bandura's theory "self efficacy".. self efficacy..Bandura's theory,"self efficacy"... Bandura's theory,self efficacy......#... Bandura's theory self efficacy.. self belief,...##... Bandura's theory of self efficacy...###... Bandura's theory of self efficacy... Bandura's theory of self efficacy..## .. Bandura's theory of self efficacy.. self belief, self motivated...# Bandura's theory "self efficacy "...# .. Bandura's theory of self efficacy... Bandura's theory of self efficacy...self efficacy...self motivated...self belief..in her ability..to succeed in particular situation... Bandura's theory of self efficacy... self efficacy.. self efficacy...self efficacy...self efficacy...self
How to get the most out of assessment through feedbackr_ajjawi
This document discusses feedback in medical education assessment. It begins by defining formative and summative assessment and explaining that feedback is valuable for both. Feedback is defined as information comparing a trainee's performance to a standard in order to improve. While feedback is seen as important, there is often a "feedback gap" where educators feel they provide more feedback than students perceive receiving. This gap can be bridged through actively involving students in feedback dialogues, with self-review, peer-review and discussion of standards. Both teacher and learner strategies are needed to improve the feedback process.
this is one of the main ingredients or topics which is added by the National Commission of India(NMC). It holds a one-hour important lecture in the revised basic course workshop. The feedback register is to be maintained by the student of MBBS. which is mandatory according to NMC guidelines
This document provides guidance on effective communication and feedback techniques for performance management. It discusses the importance of active listening, planning feedback conversations, focusing feedback on observable behaviors, delivering feedback in a constructive manner, involving the employee in problem-solving, setting clear expectations and goals for improvement, and following up to ensure progress is made. The overall message is that regular feedback is essential for employees to learn and develop their skills.
Rethinking feedback practices: Keynote Med Ed Conference Taiwan 18Oct 2014r_ajjawi
Rethinking feedback practices: insights from research
We are seeing a shift in understandings of feedback from information telling towards social and cultural perspectives aimed at helping students to self-regulate their own learning. Our conceptions of feedback inform how feedback is practiced, e.g., if feedback is thought of as information transmission to ‘tell’ the learner about their performance then our feedback practices will tend to be unidirectional from tutor to learner with a focus on content and delivery. However, simply providing feedback does not ensure that students have read, understood or engaged and learned from it. The aim of this keynote is to synthesise key research evidence into feedback, including the persistent so called ‘feedback gap’, and to draw recommendations for how feedback could be practiced and embedded into curricula in order to optimise learning of students and staff.
This presentation discusses the concept of Feedback in sport. The types of feedback, use for players and coaches, effects on athletic performance, importance and research in the area will all be covered.
This document discusses and compares three types of assessment: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning is summative and used to report student progress. Assessment for learning is formative and used by teachers to provide feedback and guide instruction. Assessment as learning emphasizes the student's role in connecting assessment to their own learning. The document argues that a rebalanced approach focusing more on assessment for and as learning can better support students.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
The presentation on 'Feedback' was prepared and presented during 2013-2014 as a part of M.Ed. the curriculum of School of Education, Pondicherry University, Puducherry.
The presentation contains about Feedback, Types of Feedback, Characteristics of Constructive Feedback, and Function of Feedback.
Effective feedback provides students with specific information about what they have done well and how they can improve, gives them guidance for future tasks, and allows time to apply the feedback. It should focus on the learning goals and standards, acknowledge successes, and be accessible, varied, and enable students to benefit from the feedback. The nature of feedback should depend on the learning area and task.
PBIS is a framework for assisting schools in establishing a positive social culture and behavior supports for all students. It emphasizes prevention of problem behaviors, data-driven decision making, and a multi-tiered system of support. PBIS has been implemented in over 14,000 schools across the US, with research showing reductions in problem behaviors and improved academic outcomes. It utilizes positive reinforcement of appropriate behavior over negative consequences and provides increasingly intensive intervention supports for students based on individual needs.
Effective feedback provides students with guidance to improve future performance by objectively describing their current performance and identifying areas of strength and areas for growth. Research shows feedback is most effective when it is timely, specific, and provides students with understanding of how to close the gap between their current performance and the learning goals. Feedback should recognize the desired learning goal, provide evidence of the student's current position, and help the student understand how to improve.
This document provides information on health promotion and education for dental hygienists. It discusses the responsibility of dental hygienists to educate patients on oral health. It also covers principles of learning, motivation, and behavior change theories like the health belief model and transtheoretical model. Examples of effective teaching tools and therapeutic communication techniques are presented. Throughout the document, there is an emphasis on meeting patients where they are at and facilitating behavior change through education and empowerment.
Assessment of learning is an integral part of the teaching process. Teachers assess learning to determine how well students attained the lesson objectives. The assessment tools used should match the performance objectives. It is important to provide feedback to students on their assessments so they understand how well they learned. When assessing students, teachers should consider different learning styles, intelligences, and use various assessment methods. Assessments should provide both positive and constructive feedback to students to help them succeed. Self-assessment by students is also emphasized. Assessment results should be communicated regularly to parents.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
Assessment is essential to teaching and learning. There are two main types of assessment: assessment of learning, which finds proof that learning objectives were achieved; and assessment for learning, which determines where students are in relation to lesson objectives. Effective assessment depends on clearly defined lesson objectives and measuring students' attainment of those objectives.
The document discusses the goals, objectives, and methods of evaluation in early childhood education. It explains that goals provide an overall view of what children will gain, while objectives are more specific. There are different types of objectives like developmental, content, and behavioral. Regular observation of children through daily activities is important for assessment, with the goal of understanding children's development and improving teaching. Valid observations do not interfere with natural learning experiences. Evaluation monitors progress and helps with planning, and integrated assessment and curriculum are important.
This document outlines a training for tutors on how to instill self-efficacy in insecure students. It defines self-efficacy as one's belief in their ability to achieve goals. The training covers tutoring basics like confidentiality and ethics. It also discusses challenges tutors may face like students' learning disabilities or limited resources. The document suggests tutors find ways to show students their progress, set achievable goals, and use "coping models" to improve students' self-confidence over time. The overall focus is on helping tutors understand how to create a safe learning environment that develops students' sense of self-efficacy and ability to learn.
The document discusses tools used for counselling services. It is divided into two broad categories: non-testing tools and psychological tests. Non-testing tools include interviews, observations, anecdotal records, cumulative records, sociometry and autobiographies. These tools are used to assess individuals without formal testing. Psychological tests provide information on intelligence, aptitudes, interests, abilities and personality. They include ability tests like achievement and aptitude tests, as well as personality inventories. The tests are important for counselling, vocational guidance, and identifying weaknesses or potentials in individuals.
This document discusses oral questioning and peer appraisal in education. It defines oral questioning as an effective way to stimulate student participation and develop critical thinking. The document outlines different types of oral questions and characteristics of good questions. It then defines peer appraisal as students assessing each other's work against criteria. The purposes, process, advantages and disadvantages of peer appraisal are presented. Sample peer evaluation and interview questions are also included.
This document is a resume for Anna Gillis, who seeks a counseling position working with children, adolescents, and families. She has a master's degree in clinical mental health counseling and related work experience including internships providing counseling services and crisis intervention. Her experience also includes case management and behavioral health work. She has conducted research and presentations related to counseling and neuroscience.
Bandura's theory,"self efficacy"... Bandura's theory,self efficacy......#... Bandura's theory self efficacy.. self belief,...##... Bandura's theory of self efficacy...###... Bandura's theory of self efficacy... Bandura's theory of self efficacy..## .. Bandura's theory of self efficacy.. self belief, self motivated...# Bandura's theory "self efficacy "...# .. Bandura's theory of self efficacy... Bandura's theory of self efficacy...self efficacy...self motivated...self belief..in her ability..to succeed in particular situation... Bandura's theory of self efficacy... self efficacy.. self efficacy...self efficacy...self efficacy...self motivated, self motivated... Bandura's theory "self efficacy"..Bandura's theory "self efficacy"..Bandura's theory "self efficacy".. self efficacy..Bandura's theory,"self efficacy"... Bandura's theory,self efficacy......#... Bandura's theory self efficacy.. self belief,...##... Bandura's theory of self efficacy...###... Bandura's theory of self efficacy... Bandura's theory of self efficacy..## .. Bandura's theory of self efficacy.. self belief, self motivated...# Bandura's theory "self efficacy "...# .. Bandura's theory of self efficacy... Bandura's theory of self efficacy...self efficacy...self motivated...self belief..in her ability..to succeed in particular situation... Bandura's theory of self efficacy... self efficacy.. self efficacy...self efficacy...self efficacy...self motivated, self motivated... Bandura's theory "self efficacy"..Bandura's theory "self efficacy"..Bandura's theory "self efficacy".. self efficacy..Bandura's theory,"self efficacy"... Bandura's theory,self efficacy......#... Bandura's theory self efficacy.. self belief,...##... Bandura's theory of self efficacy...###... Bandura's theory of self efficacy... Bandura's theory of self efficacy..## .. Bandura's theory of self efficacy.. self belief, self motivated...# Bandura's theory "self efficacy "...# .. Bandura's theory of self efficacy... Bandura's theory of self efficacy...self efficacy...self motivated...self belief..in her ability..to succeed in particular situation... Bandura's theory of self efficacy... self efficacy.. self efficacy...self efficacy...self efficacy...self motivated, self motivated... Bandura's theory "self efficacy"..Bandura's theory "self efficacy"..Bandura's theory "self efficacy".. self efficacy..Bandura's theory,"self efficacy"... Bandura's theory,self efficacy......#... Bandura's theory self efficacy.. self belief,...##... Bandura's theory of self efficacy...###... Bandura's theory of self efficacy... Bandura's theory of self efficacy..## .. Bandura's theory of self efficacy.. self belief, self motivated...# Bandura's theory "self efficacy "...# .. Bandura's theory of self efficacy... Bandura's theory of self efficacy...self efficacy...self motivated...self belief..in her ability..to succeed in particular situation... Bandura's theory of self efficacy... self efficacy.. self efficacy...self efficacy...self efficacy...self
Self-efficacy is the belief in one's ability to complete tasks and reach goals. There are four main ways to build self-efficacy in students: 1) Mastery experiences through achieving goals, 2) Vicarious experiences by observing peers' successes, 3) Social persuasion like praise and encouragement, and 4) Managing physiological states such as stress or anxiety. Setting realistic goals and celebrating achievements can help students develop self-efficacy through mastery experiences.
The document provides guidelines for preceptors to effectively evaluate learners' clinical performance. It outlines collecting data from multiple sources during the rotation, reviewing the data using an established competency framework, and determining the learner's competency level. At the end of the rotation, preceptors should prepare for a final evaluation meeting by reviewing evaluations and having the learner self-assess. The evaluation should be both written and verbal, focus on improvements made, and fulfill due process procedures. Sample written comments address the learner's medical knowledge, skills, attitudes, and overall strengths and weaknesses.
This document outlines a 3-day special session on student motivation and personal initiative. Day 1 focuses on student motivation research. Day 2 discusses learning and teaching agents, self-regulation strategies, and creating empowering learning environments. Day 3 prompts students to reflect on their definitions of success and how they can take control of their learning. The document provides strategies to help students develop independence and responsibility over their learning through goal-setting, self-evaluation, seeking help, and teacher modeling.
Ivy F. Oandasan MD CCFP MHSc
Associate Professor, Department of Family & Community Medicine University of Toronto
Director of Education College of Family Physicians of Canada
Academic Family Physician, Toronto Western Hospital
Presented at Perspectives in Competency Assessment
A Symposium by Touchstone Institute
www.touchstoneinstitute.ca
This document discusses providing effective feedback to clinical learners. It begins with an example of a struggling learner named Julie and identifies characteristics of ineffective versus effective feedback. Key points of effective feedback include setting clear expectations, defining feedback, establishing a respectful learning environment, communicating goals and objectives, basing feedback on direct observations, focusing on performance, and planning for improvement. Common reasons for ineffective feedback are a lack of time, inconsistency, fear of criticism, feedback not being recognized, and inability to respond to feedback.
The Bounce programme teaches young people skills to manage beliefs, thinking styles, emotions, and cognitive processes in order to increase happiness, confidence, and resilience. It uses explanations, exercises, and tasks to guide students in developing stronger psychological strengths. Schools implementing the program report higher student attainment, well-being, performance, and development of self-efficacy and resilience. Case studies describe positive behavioral and engagement outcomes for students participating in the 6-10 week program.
This document discusses motivation and how it relates to learning. It defines motivation and explains the difference between intrinsic and extrinsic motivation. Intrinsic motivation comes from internal desires to learn for its own sake, while extrinsic motivation involves external rewards or punishments. The document also describes how motivation affects learning behaviors like effort, persistence, and performance. Finally, it provides strategies for teachers to build intrinsic motivation in students, such as making lessons relevant, providing choices, optimizing challenge levels, and establishing high expectations.
The document discusses Albert Bandura's self-efficacy theory, which is part of social cognitive theory. Self-efficacy refers to an individual's belief in their own ability to complete tasks and reach goals. Bandura identified several factors that can influence self-efficacy, including personal mastery of tasks, social persuasion, vicarious experience, and physiological states. The document also summarizes some classic studies conducted by Bandura that demonstrate how these factors impact self-efficacy.
Micro Teaching with skills and types and examplesSusheelaMn
The document discusses various skills involved in effective teaching such as introducing a lesson, using teaching aids, questioning techniques, reinforcement, stimulus variation, and illustration. It describes the components and best practices for each skill. For example, it states that introducing a lesson should include securing attention, assessing motivation, and linking to past experiences. Reinforcement involves both positive reinforcement for correct responses as well as addressing incorrect responses. Microteaching allows pre-service teachers to develop these skills in a structured yet reduced-complexity environment compared to a full classroom.
This document discusses providing effective feedback to students. It defines feedback and describes the types and characteristics of effective feedback. Some common feedback models are explained, including the Pendleton, Sandwich, ECO, ALOBA, TELL, Generic, and EFPO models. The importance of feedback is that it drives improvement, provides motivation, and allows for reflection. Effective feedback should be timely, specific, clear, and accompanied by an improvement plan. Challenges to providing effective feedback include time constraints, vagueness, and lack of training. Overall, the document provides guidance on developing and delivering feedback to optimize student learning.
This document provides information about serving advanced and gifted secondary students. It discusses the growth in Advanced Placement (AP) exam participation between 2005 and 2009. It notes that having AP courses on a student's transcript increases their chances of college acceptance. However, AP courses may not always be the best match for gifted students' needs. The document outlines some of the challenges gifted students face and stresses the importance of providing guidance for future planning, support for personal development, and instruction in self-regulation skills for these students.
The document provides guidance on giving and receiving constructive feedback in order to improve outcomes. It discusses establishing moral purpose and ethical leadership, making decisions based on student impact, and acknowledging positive feedback. Guidelines are given for giving constructive feedback, including maintaining respect, focusing on solutions, and asking for responses. Challenges like resistance to change and defensiveness are addressed. Requesting feedback from others as a leader is also covered. The overall message is that constructive feedback done well can be a positive learning experience for improvement.
This document discusses self-efficacy theory proposed by Albert Bandura. It defines self-efficacy as one's belief in their ability to succeed in specific situations. There are four main sources of self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological states. Self-efficacy influences cognitive processes, motivation, emotional reactions, and choices people make. Individuals with high self-efficacy set higher goals, persist longer in the face of challenges, and experience less stress.
This document discusses principles for teaching adult learners such as medical students and trainees. It emphasizes that adult learners are self-directed, draw on their own life experiences, and are problem-centered in their orientation to learning. The document provides guidance on determining a learner's level of experience and adjusting one's teaching role accordingly, from director for novices to facilitator to consultant for more experienced learners. It also promotes using questions to assess a learner's knowledge and clinical reasoning. The overall aim is for teachers to apply adult learning principles and vary their teaching approach based on their learner's experience level.
Common formative assessments are designed by teachers collaboratively to help students develop agreed-upon knowledge and skills. They measure student learning frequently and are used to inform instruction. Teachers analyze assessment results together to determine what was learned and what needs to be retaught. The assessments are given regularly, such as once a month, to monitor student progress towards standards. If students do not demonstrate mastery of content, teachers modify instruction to meet diverse learning needs.
This document discusses reflective practice in nursing. It defines reflective practice as critically analyzing experiences to further professional development. Reflection models help nurses learn from practice. The document also discusses how getting personally involved with patients can hinder care by interfering with accurately understanding their experiences. It notes the importance of detachment to avoid stress from patient suffering. The reflection concludes that having more experience with different patients provides insight into how to avoid personal involvement that could cloud judgment.
Motivation, compliance, and health behaviors are influenced by various internal and external factors. Motivation is driven by both intrinsic and extrinsic factors and moving toward meeting needs and goals. Compliance refers to following a prescribed health regimen and can be directly measured, while adherence refers to a commitment to a regimen. Several models provide frameworks for understanding health behaviors, including the Health Belief Model, Health Promotion Model, and Stages of Change Model. These models incorporate factors such as perceived risks/benefits, self-efficacy, and readiness to change. Together, motivation, compliance, and application of behavioral models set the stage for positive changes in health.
Principles of Assessment - Best Practicedrdjwalker
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2. Having the capacity to
respond to stressors and
setbacks in a healthy way,
such that goals are achieved
at minimal psychological
and physical cost.
3. Self-efficacy
Internal locus of control
Problem solving skills
Openness to learning from mistakes
Commitment/Persistence
Flexibility
Reflection skills
Emotional self-regulation
Availability of social support
Willingness to seek assistance
5. Having a sense of personal control
◦ “My behavior can influence this situation.”
Flexibility
◦ “I can change my……study habits, time management strategies,
etc………to increase my effectiveness.”
Having the ability to de-construct adverse experiences and focus on
lessons learned
◦ “I can use this information to improve my performance.”
Persistence
◦ “Setbacks are inevitable but surmountable-I didn’t do well on this exam
but I will figure out how to do better on the next exam.”
Having the ability to identify emotional reactions and modulate them
◦ “Critical feedback makes me uncomfortable, but I can manage those
feelings and use them as motivation.”
6. Utilizes reflection skills
◦ “What can I learn from this setback that will increase the
likelihood of future success?”
Possesses self-awareness—does not confuse
self with behavior
◦ “Failing at this task does not mean I am a failure—I have the
capacity to succeed.”
Seeks help when needed
◦ “I can pass this class but I’ll need some assistance.”
Maintains a sense of optimism and hope
◦ “Working hard is worth the effort, I can do this.”
7. Establish a feedback culture
Help students set clear, specific goals
◦ Challenging but within reach
Give students choice and control over some
aspects of their learning
Use peer modeling
◦ Observing peers succeed can help motivate
students
8. Provide frequent, straightforward, explicit
feedback
◦ Use a coaching model, incremental steps toward
mastery
Verify understanding and the development of
an action plan
Facilitate accurate self-evaluation
◦ Ensure that students are able to accurately judge
their performance and adapt accordingly
9. What have been your experiences
with resilient and non-resilient
students?
What behaviors have you
discovered that have helped
develop resilience in your
students?
10.
11. ◦ Formative v. Summative
◦ Directive v. Facilitative
◦ Bi-directional v. Uni-directional
◦ Challenge v. Support
◦ Immediate v. Delayed
◦ Delivered v Received
◦ Verifying v. Elaborative
12. Feedback success stories
◦ Share examples of your feedback conversations that
have resulted in improved student performance.
13. Challenging experiences assist in the
development of resilience
Recurrent experiences of overcoming
difficulties and achieving goals increases
resilience and self-efficacy
Feedback and coaching convey that
improvement is possible
Positive feedback about quality work and
effort provides information about strategies
that are working
14. Reflection
◦ Self-evaluation + external evaluation
Goal-setting
◦ Specific learning goals + instructor identified aspirational
goals
Locus of control
◦ Identifying what behaviors need to change in order to
improve performance
Motivation
◦ Willingness to utilize feedback and persist through
challenges
Self-esteem
◦ Confidence in ability to utilize feedback
Emotional self regulation
◦ Receive feedback in a neutral fashion
15. Creating a culture of feedback
On the fly, verbal input
◦ real-time feedback in class
Frequent written feedback on
written work
Summative—PBL Evaluation forms
16. How can we improve feedback content and
feedback delivery strategies in PBL?
17.
18.
19. Archer, J. State of the science in health professional
education: effective feedback. Med Educ (2010) 44:101-
108.
Artino, A. Academic self-efficacy: from educational
theory to instructional practice. Perspect Med Educ (2012)
1:76-85.
Bandura, A. Self-efficacy: Toward a unifying theory of
behavioral change. Psychol Rev. (1977); 84: 191-215.
Dyrbye, L. et. al. Factors associated with resilience to and
recovery from burnout: a prospective, multi-institutional
study of US medical students. Medical Education (2010):
44: 1016-1026.
Howe, A., Smajdor, A., Stockl, A. Towards an
understanding of resilience and its relevance to medical
training. Medical Education, (2012): 46: 349-356.
20. Kluger, A, DeNisi, A. The effects of feedback
interventions on performance: a historical
review, a meta-analysis, and a preliminary
feedback intervention theory. Psycho Bull (1996);
119 (2): 254-84.
Watling, C., et. al. Learning culture and feedback:
an international study of medical athletes and
musicians. Medical Education (2014); 48:713-
723.
Wood, D. Understanding medical education:
evidence, theory and practice, second edition.
Edited by Tim Swanwick. (2014). The
association for the study of medical educaiton.
John Wiley and Sons, Ltd. Pp 317-328.
Editor's Notes
Educating future physicians is a noble endeavor made possible through the generous contributions of volunteer faculty.
Thank you all for your gracious gift to UCLA and to our medical students.
I’m honored to have this opportunity to talk with and learn from you all today.
Dr. O’Neil asked me to share some thoughts about student resilience, most especially as they relate to the delivery of and response to faculty feedback.
Resilience and academic success are linked. Resilience can influence how we respond to and utilize feedback, and feedback can be a critical component in developing resilient students.
So, it seems worthwhile to explore how these two things can help our students succeed.
Resilience refers to capacity to respond to stress and setbacks, essentially how we respond to life’s challenges. Resilient people are able to face the vicissitudes of life in stride, learning from mistakes and maintaining a willingness to persevere.
Everyone gets knocked down—it’s how you get back up that matters.
Resilient students are able to respond positively to challenges, including critical feedback, which ultimately is linked with improved academic and professional performance as well as general life effectiveness, health, well-being, and self-esteem.
Faculty can have a significant impact on building and maintaining student resilience as they matriculate through medical school.
There are a variety of components which contribute to resilience including:
• Self efficacy
• Locus of control
• Problem solving skills
• Learning from our mistakes
• Commitment
• Persistence
• Flexibility
• Reflection
• Emotional self-regulation
• Social support
• Willingness to seek outside help and guidance as needed
While some components of resilience can be considered characterological, resilience is really like physical fitness—we can all exercise and improve our fitness in overall and specific ways.
The environments we create, the things we say, and the support we offer to students can all help build their resilience.
Expanding our definition of Resilience specifically to students, we know that resilient students
Focus on what they can control,
they are flexible and roll with the punches,
they can mine their adverse experiences and identify pertinent lessons,
they are persistent and tenacious, believing in their capacity for success.
they can manage their emotional reactions.
We can help students increase their resiliency by focusing on what they can control or change— their own behavior and reactions.
For example: Identifying what skills they can develop and/or improve, and maintaining a focus on their personal behavior NOT what’s beyond their control (volume of information, course schedule, etc.).
We want to ensure that medical students are able to handle adversity and challenges without becoming paralyzed by anxiety or by withdrawing.
Helping students understand the reasons behind their performance and confirming that they feel capable of improving is critical, especially for students who have less well developed resilience skills.
Resilient students also are able to reflect on their performance and behavior, developing an understanding of what has contributed to their successes and failures.
They can clearly identify the differences between their personhood and their behaviors.
A key factor is their willingness to utilize resources and support.
Normalizing help seeking, and confirming that all students know what resources are available to assist them increases the likelihood that students will seek help sooner rather than later.
Finally, the resilient student is not a Pollyana, but has a reality-based optimism in their ability to rise to the challenges at hand.
PBL is a great environment in which to build student resilience.
Most importantly, we establish a foundation by creating a culture in which feedback is expected and appreciated.
It’s important to ensure that all students are able to provide clear, specific, actionable feedback to each other.
We have multiple opportunities to help students with goal setting, specifically with developing short term goals: what can they do to improve their performance in the next class session.
Students have some decision making power in terms of their responsibilities in the course, thus empowering them and building their sense of control and resilience.
Having the opportunity to observe their peers in teaching roles provides many opportunities to view their peers succeeding, thus providing them validation that success at their level is possible.
Obviously, feedback is key in the development of resilience.
The medical school model involves feedback and evaluation designed to lead to competence.
In contrast, a coaching model is based on incremental steps toward mastery.
Coaching consists of a lifetime of small, discrete tips designed lead to perfection.
Just as important as feedback is the need to verify that the feedback was understood and helping the student develop a plan to address the identified issue.
Finally, some students may overestimate their capabilities--clear, direct and immediate feedback is the most effective way to help students calibrate accurately.
One challenge some instructors identify in this generation of students is that they were raised in a culture in which anyone who shows up gets an award.
While that may or may not be true of our students, we know this is not the case in medical school, especially as they move into the clinical years.
Fortunately, PBL offers one of the best environments in medical school in which to provide feedback.
You all already know about the various aspects of feedback, but for the sake of thoroughness, let’s briefly review some of the key components.
Ideally, we’re giving students solid, specific, formative feedback in every class session and on all of their written work,
as well as clear statements about their successes and areas for improvement through our summative feedback.
Our directive feedback informs our students of what requires correction, while our facilitative feedback provides the comments/suggestions necessary for them to self-correct.
As we know, real-time or immediate feedback is very powerful, however, delayed feedback may facilitate better transfer of knowledge, as students have had time to think about their performance.
Some student surveys suggest that, while many faculty believe that they give students frequent feedback, students report receiving very little feedback, which speaks to the importance of checking to ensure that the student hears and understands the feedback you provide—in other words, we know we provided feedback, but does the student know that? It can help to check!
Lastly, verifying feedback simply identifies that the student has provided correct or incorrect information.
Whereas elaborative feedback or questioning is designed to help the learner reach the correct answer on their own—exactly what PBL is designed to do.
I’d like to talk more specifically about the relationship between feedback and resilience.
Obviously, feedback can be challenging to students, providing them many opportunities to understand and overcome difficulties, and learn from their mistakes.
Critical feedback, sensitively delivered, helps students understand that they can improve and succeed.
While critical feedback and overcoming adversity and setbacks are key in developing and maintaining resilience, receiving reinforcement and acknowledgement is also important.
Specific positive feedback helps students know what behaviors they should continue, reinforces their self-confidence, and fuels their hopes for achieving their goals.
But, just as with statements such as “I think you can do better”, statements like “good job” do not provide students with any clear indication about what they did that contributed to their success.
While those statements feel good to say and feel good to the student, spending some time articulating exactly what components of the work were successful will better help the student’s resilience.
Let’s return to some of the skills and characteristics contributing to resiliency, specifically as they relate to the effective use of feedback.
Reflection,
goal-setting,
locus of control,
motivation,
self esteem and
emotional self-regulation
all play key roles in our students’ ability to effectively use feedback.
Ensuring that students have good reflection skills and that they take the time to think productively about their performance will help the student become more self-reliant in their educational endeavors and assist them as they develop their personal goals.
Receiving feedback about behaviors that are within their control, and which will increase the likelihood they will reach their goals, contributes both to their success and self-esteem.
We want to ensure that we do all we can to keep our students motivated and confident.
It’s also important to pay attention to their emotional expression—if they have challenges in terms of their emotional responses to feedback, it may be important to connect them to the appropriate support resources.
Problem based learning offers one of the best environments for developing resilience in students.
Obviously, we have many opportunities to offer students feedback—in real time, on written work, in consultation, and/or on their evaluations.
In PBL, students have an opportunity to develop relationships with faculty over a longer period of time than they do in many other classes, setting the stage for more risk taking and openness to feedback.
They are able to engage in goal directed conversations that boost their problem solving skills and their cognitive flexibility.
They interact frequently with peers and faculty and have many opportunities to receive feedback—in class, on their written contributions throughout the week, as well as through typical end of course evaluations.
In summary, in PBL you are primed to provide students with key feedback experiences that can significantly contribute to their resilience.
Just as we want to provide feedback to ensure our students are performing at optimal levels,
we want to ensure that our teaching and our classes are providing the optimal learning environment for students.
Toward that end, we’d love to hear your thoughts about how we can improve the feedback mechanisms in PBL.