Feed Up, Feed Back, Feed Forward
Published on Nov 27, 2015
A chat about how to provide autonomy Supportive feedback to our students.
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PRESENTATION OUTLINE
Learner Autonomy: The degree to which students have the freedom to make decisions about their learning.
Learner autonomy
- Increases learning
- Increase student satisfaction
- Increases retention rates
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THE PURPOSE OF FEEDBACK IS TO "REDUCE DISCREPANCIES BETWEEN CURRENT UNDERSTANDING AND PERFORMANCE AND A GOAL" (Hattie & Timperley, 2007).
So how does autonomy relate to feedback? Using what I know about feedback (see John Hattie for good resources) and autonomy (self-determined theory), good feedback provides students with enough information to act. The ability to act creates an autonomy supportive situation. We can't make them act - that's on them. But we can give them opportunities to act, especially in a useful and productive way.
So how does autonomy relate to feedback? Using what I know about feedback (see John Hattie for good resources) and autonomy (self-determined theory), good feedback provides students with enough information to act. The ability to act creates an autonomy supportive situation. We can't make them act - that's on them. But we can give them opportunities to act, especially in a useful and productive way.
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Effective Feedback
- Where am I going?
- How am I going?
- Where to next?
Where am I going? - What are the goals of the project/course/learning block?
How am I going? - What progress have I made? What more do I need to do?
Where to next? - What do I need to do to improve?
How am I going? - What progress have I made? What more do I need to do?
Where to next? - What do I need to do to improve?
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Not Autonomy Supportive
- Grades
- Test answers with right/wrong answers listed
To be clear, students LOVE getting tests back, but without the expertise in the content areas, they probably can't make heads or tails out of what they really need to learn/relearn as far as content.
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Students aren't usually savvy enough in the subject to understand what they don't know based on grade feedback or right and wrong answers. They need to have it pointed out them in broader terms. When they read that they got a question wrong they focus on that question instead of focusing on the bigger picture. They may not be able to connect that they got 5 questions wrong about the same topic. Instead they view it as 5 separate pieces of information.
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"Less effective learners have minimal self-regulation strategies, and they depend much more on external factors for feedback" (Hattie & Timperley, 2007).
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Test & Quiz Review
Review gives you a chance to address at-large content/proficiency issues. It also gives you an opportunity to demonstrate how to solve a complex problem. Students need to have complex skills (including problem solving and critical thinking) demonstrated.
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Written Comments?
If practicable, then yes, give individualized, written comments on large projects, papers, etc. But, you can always give general comments, too. Or create a bank of appropriate comments.
Also, video feedback right to your LMS shell works for general comments. You can also record comments to individual students, per Canvas' website. http://www.canvaslms.com/news/press-releases/canvas-enables-teachers-to-giv....
Also, video feedback right to your LMS shell works for general comments. You can also record comments to individual students, per Canvas' website. http://www.canvaslms.com/news/press-releases/canvas-enables-teachers-to-giv....
Photo by Manoj Kengudelu
