5 Tips for Giving Good Feedback

Giving Good Feedback Keep feedback focused on learners and their work. Draw attention to what is working and try to describe why you think it works. In some cases the learner will not recognize what is working; in many cases the learner will not understand why something works. Limit talking about your own models for how things “should work” to instances when talking about them will help the learner establish – or refine – their own. Bridge “corrections” between learner intentions and desired outcomes. When the learner must be corrected for inadequate work, reach out to learn their intentions. Use feedback to bridge the gap between their intentions and the assignment’s desired outcomes. The learner wants to do well. Expect that their intentions… Read more >>
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Webinar: Fostering Instructor Presence

Webinar Series Last week we gave a webinar on fostering instructor presence using announcements, discussion, and feedback. The panelists were Becky Christian, Christine Baumgarthuber and myself. We had a good time, and those in attendance asked good questions of us. We’re happy to present the recording of that webinar here, today.
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How Students View the Feedback Provided in Rubrics

Feedback Rubrics This is for instructors and students alike. For those of you who are instructing, this could come in handy as a resource for any students who are claiming they can’t find the feedback you know you provided for their assignment. As a first step in addressing that issue, consider sending the student to this post. For students…well, of course this is handy! One of the most important interactions you can have with your teacher is his or her feedback following an assignment, including feedback rubrics that were provided at the start of the course. Don’t let it go to waste! We’ve heard that some students may have been struggling to locate this rubric-contextual feedback in their gradebook, so we’ve put… Read more >>
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Feedback Focused on Revision

studying supplies Lori Rand is a guest contributor this week. She has been providing writing support for UNE students since 2009 and has taught English Composition courses for over 15 years. In her current position as an online writing tutor, Lori uses web conferencing to help students practice independent revision and editing. Today’s post relates to one of the most important ways tutors provide feedback on student writing. Feedback Focused on Revision Assessing students on two levels – comprehension of content and communication of ideas through writing – is challenging. Content feedback is usually concrete, but as Olga has written in a past post, giving feedback on writing is not as straightforward. Initial feedback focused on revision vs. editing can significantly help… Read more >>
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Feedback We have already touched upon the subject of feedback, and its peculiar and often subjective qualities and content. Today we resume the topic of feedback and challenge you to an exercise in feedback. We know that good feedback is always contextual, and is often tricky. Some of the trickiness is in the object of the feedback. Usually, it’s easy to give your opinion and it’s hard to refraining from sounding judgmental. “Your essay was great!” or “The paper is poorly written” are examples of such. These don’t provide the student with enough context and a direction for improvement, or in the former case, don’t point out what exactly the student did right so she can carry it over to… Read more >>
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Instruments, and the Craft, of Feedback

feedback Feedback is a craft, and like any craft it is simultaneously distinct from and defined by the tools we use to practice it. Quality feedback can go through any communicative medium—text message; youtube comments section; a waxed string strung tautly between two paper cups—because the properties of good feedback are universal… Good feedback is honest Good feedback is encouraging Good feedback is mindful of its own context relative to the course’s Learning Objectives, and also Good feedback is mindful of the unique context created between the course, the student, and yourself (perhaps by connecting the specific assignment to which it responds to other examples of the student’s work, that student’s personal life, or even your own personal life) …though it… Read more >>
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