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Making Feedback Productive

Making Feedback Productive. EDU 221 . Making Feedback Productive. Housekeeping Current Issue Article PP and Discussion Topic approved by Barfield by Thurs. Practice TD on D2L this week Group Presentation Behaviorist View Cognitive View Thursday: Read chapter 8, work on PP.

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Making Feedback Productive

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  1. Making Feedback Productive EDU 221

  2. Making Feedback Productive • Housekeeping • Current Issue Article PP and Discussion • Topic approved by Barfield by Thurs. • Practice TD on D2L this week • Group Presentation • Behaviorist View • Cognitive View Thursday: Read chapter 8, work on PP

  3. Learning Model • Relatively permanent change in behavior • Feedback as Reinforcement (Behaviorist view) • Feedback as Information (Cognitive View)

  4. Feedback as Reinforcement (Behaviorist view) • Thorndike’s Law of Effect • Skinner’s Reinforcement & Punishment • Contingency and Rate of Response • Response-strengthening • Rewards strengthen • Punishment weakens

  5. Feedback as Information (Cognitive View) • Interprets and uses information • Builds mental representations

  6. Is feedback needed? • Thorndike (1931) • Subjects attempted to draw a 4 inch lines with their eyes closed • Repeated attempt 3,000 (4,000) times • No Feedback • resulted in no improvement • Right/Wrong- Told right if line was within 1/8” and wrong if it was not • resulted in increased performance from 13 to 25% correct

  7. Does Quality Matter? • Trowbridge & Cason (1932) • Subjects attempted to draw a 3 inch lines while blindfolded • 3 Conditions • No Feedback • Right/Wrong - right within 1/8 inch otherwise wrong • “How much”- given how much off by 1/8 inch increments

  8. Results (Trowbridge & Cason, 1932)

  9. Behaviorist View: Response learning—the acquisition of a new response Reinforcement: strengthens behaviors; punishment: weakens behaviors; no cognition required Cognitive View: Feedback is information that you can use to interpret to make sense of the learning situation Dependent NOT on the actual feedback but on your interpretation of the MEANING of the feedback that is important Views of the Effects of Feedback

  10. Mr. Antonovich: April: Mr. Antonovich: What is the longitude of Chicago, April? About 40 degrees. No, …think about it for a second… Can you help her… Jeremy? Three Examples: One

  11. Ms. Salinas: Max: Ms. Salinas: What is the longitude of Chicago, Max? About 40 degrees. No, it’s about 88 degrees west. What is its latitude, Stephanie? Three Examples: Two

  12. Ms. Bentley: Sam: Ms. Bentley: What is the longitude of Chicago, Sam? About 40 degrees. No, keep in mind we are measuring degrees east and west. Chicago is which direction from Greenwich? Three Examples: Three

  13. Example Analysis • Mr. Antonovich • Gave immediate feedback, gave no further information • Ms. Salinas • Gave immediate feedback, but no information on how to correct • Ms. Bentley • Gave immediate feedback with corrective information and asks another question that then allows the student to answer successfully

  14. Take Home Message on Feedback • Effective Feedback • It is immediate • It is specific • It provides corrective information for the learner • It has a positive emotional tone

  15. Making Feedback Productive • Housekeeping • Current Issue Article PP and Discussion • Topic approved by Barfield by Thurs. • Practice TD on D2L this week • Group Presentation • Behaviorist View • Cognitive View Thursday: Read chapter 8, work on PP

  16. “ Education is not filling a pail but the lighting of a fire.”-William Butler Yeats

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