a teachable moment getting students to provide responsible feedback
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A Teachable Moment: Getting Students to Provide Responsible Feedback. Brenda M. Coppard, PhD, OTR/L, FAOTA Creighton University. Objectives. Articulate one way of preparing students to give responsible feedback on IDEA Student Ratings of Instruction.

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a teachable moment getting students to provide responsible feedback

A Teachable Moment: Getting Students to Provide Responsible Feedback

Brenda M. Coppard, PhD, OTR/L, FAOTA

Creighton University

objectives
Objectives
  • Articulate one way of preparing students to give responsible feedback on IDEA Student Ratings of Instruction.
  • Generate addition ways to prepare students for responsible feedback.
context
Context
  • Creighton University, Catholic & Jesuit school
  • School of Pharmacy and Health Professions:
    • Pharmacy, Physical Therapy & Occupational Therapy
  • Orientation during first week of classes, repeated with classes thereafter each Fall semester
what is constructive instructive feedback
What is constructive & instructive feedback?
  • Information about performance
  • Aim to improve or enhance performance
  • Based on facts
  • Built on trust, honesty, genuine concern
  • Instructive: instructions on how to improve are incorporated into constructive feedback

http://www.hr.unimelb.edu.au/pdf-giving-feedback/

hints to provide constructive feedback
Hints to provide constructive feedback
  • Describe versus evaluate
    • “I experienced…, I noticed…, I observed…”
    • State observations versus interpretations
  • Be direct
    • Get to the point; use a straightforward manner
    • Give feedback to the person; avoid giving feedback via technology messengers

http://www.hr.unimelb.edu.au/pdf-giving-feedback

http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html

hints to provide constructive feedback1
Hints to provide constructive feedback
  • Specific versus general
    • “I perceived you were not listening when you did not give me eye contact as I was voicing my concerns about the assignment and I felt forced to accept your arguments.”
  • Focuses on facts versus the person
    • “You talked more than anyone else in the group” versus, “Joe was a loud mouth.”
  • Directed at an issue or behavior that can be corrected
    • “The teacher’s accent is annoying.”

http://www.hr.unimelb.edu.au/pdf-giving-feedback

http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html

hints to provide constructive feedback2
Hints to provide constructive feedback
  • Feedback involves suggestions for improvement
    • “Allowing time in class to work on our group projects may have eliminated some of the frustration in coordinating busy schedules to meet outside of class time.”
  • It is well thought out; don’t “shoot from the hip”
    • Motivations? Retaliation or wish to improve course for the next offering

http://www.hr.unimelb.edu.au/pdf-giving-feedback/

http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html

unconstructive destructive
Unconstructive/Destructive
  • “I learned NOTHING.”
  • “I didn’t feel like I learned a lot during this class.”
  • “The teacher made a few people upset with her ideas.”
  • “You didn’t think the assignments through. They don’t meet our learning needs.”
  • “The course was bad. It was not what I expected.”
  • “You were late to class sometimes. It’s inconsiderate of you to show up after class time has started.”
constructive instructive
Constructive/Instructive
  • “The course website was organized well. I thought the weekly reminders on the website helped me meet the deadlines for assignments.”
  • “It was difficult to read more than 10 pages or so---reading 40 pages or more were tedious and time consuming, which interfered with my studying.”
  • “Hands on experiences & practicums helped me apply what I was learning.”
end of course student ratings
End of Course Student Ratings
  • Must complete the IDEA Student Ratings of Instruction to receive final grade report
  • Completed on-line; classes are given 30 minutes of compensation time per course to complete the IDEA
  • Reflect back on semester using your syllabus to remind you of the class sequence, assignments, activities and assessments
  • Avoid completing IDEA if you are overly emotional
what happens with data from the idea student ratings of instruction
What happens with data from the IDEA Student Ratings of Instruction?
  • Results about course are routed to the OT Program Assessment Committee to forward any recommendations to appropriate committees/individuals
  • Chair receives a copy of all faculty member’s ratings; one data point used to judge a faculty member’s merit performance in teaching
  • Used to help develop faculty member’s teaching knowledge and skills
  • Your feedback back matters!
  • Overtime, copies are included in a faculty member’s dossier to be considered for tenure & promotion
slide12
When will you have chances to give constructive/instructive feedback as a student & a future practitioner?
references
References

http://www.hr.unimelb.edu.au/pdf-giving-feedback

http://ces.edgateway.net/cs/resources/view/ces_res/26

http://www.hr.unimelb.edu.au/pdf-giving-feedback/

http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html

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