1 / 13

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. Articulate one way of preparing students to give responsible feedback on IDEA Student Ratings of Instruction.

leia
Download Presentation

A Teachable Moment: Getting Students to Provide Responsible Feedback

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. A Teachable Moment: Getting Students to Provide Responsible Feedback Brenda M. Coppard, PhD, OTR/L, FAOTA Creighton University

  2. 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.

  3. 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

  4. 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/

  5. 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

  6. 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

  7. 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

  8. 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.”

  9. 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.”

  10. 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

  11. 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

  12. When will you have chances to give constructive/instructive feedback as a student & a future practitioner?

  13. 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

More Related