1 / 15

I like where you said ____, but what about _____? You didn’t follow directions .

Great job !. LOL. This confuses me. Can you explain this more?. Say more. This is wrong. I like where you said ____, but what about _____? You didn’t follow directions . Follow the directions . How did you arrive at this conclusion ?

cissy
Download Presentation

I like where you said ____, but what about _____? You didn’t follow directions .

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Great job! LOL This confuses me. Can you explain this more? Say more. This is wrong. I like where you said ____, but what about _____? You didn’t follow directions. Follow the directions. How did you arrive at this conclusion? This sounds like you don’t know what you’re talking about. Where did you indicate this? Please refer to chapter 5 and check SAKAI! Could you maybe say this differently?

  2. Giving Feedback on Students’ Written Work: Efficient and Effective By AnnaleeKodman& Susanna MolitorisMiller University of Delaware 2012 TA Conference 8/21/2012

  3. Session Goals • Explore a framework for responding to student writing • Identify and discuss different kinds of written feedback • Discuss examples of written work and practice responding positively and effectively

  4. Feedback Activity • This confuses me. • I like where you said ____, but what about _____? • Can you explain this more? • This is wrong. • You didn’t follow directions. • Follow the directions. • How did you arrive at this conclusion? • Say more. • Great job! • This sounds like you don’t know what you’re talking about. • LOL • Where did you indicate this? • Please refer to chapter 5 and check SAKAI! • Could you maybe say this differently?

  5. Session Outline • Goals of Feedback • Instructor Role • Kinds of Feedback • Timing of Feedback • Practical Considerations • Student Response

  6. Goals of feedback Question: What are your goals when providing feedback? • Focus the student’s attention (what they have done or what they will/should do?) • Provide guidance and instruction • Improve student performance (on the next draft, assignment or test) • Acknowledge the student’s work

  7. Instructor role • Facilitator Director • Collaborator Authority • Interested Reader Detached Critic

  8. Instructor role • Facilitator Director • Collaborator Authority • Interested Reader Detached Critic Question: What role will you take to accomplish your feedback goals?

  9. Kinds of Feedback • Facilitator Director • Collaborator Authority • Interested Reader Detached Critic Student-based Teacher-based Non-evaluative statements Corrections Reflective comments Criticisms Questions (open and closed) Questions Commands Praise

  10. Timing

  11. Practical considerations 1, 2, 3, 4 1, 2, 3, 4 &%*&!!

  12. Student Response • Tell students your intentions by providing feedback. • Tell students how to read your feedback. • Tell students what to do with the feedback. • Ask students for feedback on your feedback.

  13. Practicing feedback Activity—see handout

  14. Wrap-up • Feedback goals determine the instructor role, the kind of feedback, and the timing. • Practical Considerations • Student Response: tell them how to take up the feedback!

  15. Questions? Annalee Kodman akkodman@udel.edu Susanna Molitoris Miller susannam@udel.edu

More Related