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The Importance of Feedback in Learning

Feedback is essential for self-regulated learning, as learners need information on the gap between their current knowledge and their learning goals. However, feedback can be ineffective and complex to implement. This article explores the principles of giving feedback in the clinical setting and introduces various feedback models such as the Conscious Competence Model, Johari's Window, Miller's Pyramid, Pendleton's Rules, ALOBA Agenda-led Outcomes Based Analysis, and SET-GO.

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The Importance of Feedback in Learning

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  1. Feedback

  2. Feedback • Learning depends on self-regulation • Self regulation depends on learners being able to access information that tells them the gap between where they are and where they need to be • Feedback is therefore ‘the lifeblood of learning’…. @NHS_HealthEdEng

  3. feedback

  4. What is…. • …your experience of receiving feedback? • …your experience of giving feedback? @NHS_HealthEdEng

  5. Literature shows feedback often useless and sometimes counter-productive @NHS_HealthEdEng

  6. Feedback is only one source of cue about learning and performance Acceptance and uptake of feedback is complex and not assured Depends on; • Learner perceptions of evaluator credibility as role model • Learner receptivity to constructive criticism • Alignment with learner’s learning goals and self-assessment @NHS_HealthEdEng

  7. Can we establish some general principles for giving feedback? @NHS_HealthEdEng

  8. Principles of feedback in the clinical setting • Make it normal a everyday thing • Ensure that learners are clear about the criteria against which their performance will be judged. • Feedback at the time of an event or shortly afterwards. • Feedback should be limited to one or two items only • Make sure it is a two-way conversation • Check the learner understands the feedback @NHS_HealthEdEng

  9. The Conscious Competence Model

  10. Johari’s Window

  11. Miller’s PyramidLinking knowledge to skills

  12. What feedback models do you know? @NHS_HealthEdEng

  13. Pendleton’s Rules… …problems? @NHS_HealthEdEng

  14. ALOBA Agenda– led Outcomes Based Analysis; • Agenda - ask the learner to highlight problem areas • Define Outcomes- what do we want to achieve • Elicit the learner’s thoughts and feelings and get him/her to make suggestions about how things could be better • Involve the group in problem solving • Facilitator then makes suggestions and generalises the learning • Check everyone happy that the agenda is covered and feedback appropriate @NHS_HealthEdEng

  15. SET-GO • What do you See • What Else do you see • What do you Think (encourage the learner to reflect and problem-solve) then to group: • What Goal would we like to achieve • Any Offers of how to get there (rehearse suggestions as appropriate @NHS_HealthEdEng

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