Feedback for Future Learning

1. Feedback for Future Learning Changing Your Perspective of Feedback

2. Introduction

3. Online learning units

4. Aims and objectives

5. Receiving feedback • Receiving feedback can be daunting – it can make us feel stressed and anxious. • Feedback is sometimes viewed negatively, as something that you receive when you’re not doing well. • But good feedback should help you see what you’re doing well, as well as how you can improve in the future. • Good feedback should motivate and inspire you to do even better next time!

6. Reacting tofeedback • People respond to feedback in different ways, especially if it includes constructive criticism (an indication of how you may need to improve). • You might initially feel deflated and disappointed, or even angry and annoyed at what feels like negative feedback comments. • But with the right tools and attitude, you can learn to view feedback positively, and use it to enhance your future learning.

7. Reacting positively tofeedback – a lifelong skill • We receive feedback in many different ways, and for a variety of different roles. • All forms of feedback are important and can help with your academic and professional development. • It’s important that you recognise the various forms of feedback available to you (both formal and informal) so that you can use them to their full advantage. • Useful sources of feedback outwith University might include:

8. Feedback outwith your studies • Work (part-time or full-time) • Volunteering roles • Placements or internships • Sports clubs or societies • University roles, e.g. Class Rep, School Officer, Student Mentor • GCUSA roles, e.g. Full Time Officer • International opportunities, e.g. Study Abroad, Erasmus

9. Thinking point… Which does ‘feedback’ mean to you?Take 2-3 minutes to think about what words you associate with ‘feedback’. Are they mostly positive or negative?

10. What do other students say? Where you went wrong Positive Confusing Vague Negative Scary Variable Constructive criticism How to improve Helpful Nerve-wracking Unhelpful

11. Student perceptions of feedback • As you can see, people associate lots of different things with feedback - some good, some not so good! • In reality, most students find it a bit daunting to receive feedback. • It’s important to remember that the aim of feedback is to help you see what you’re doing well in relation to your studies and identify how you could improve in the future. • We want all GCU students to have positive experiences of receiving, and using, academic feedback. As you progress throughout your student journey, we will continue to provide guidance and support to help achieve this.

12. Changing your perspective • Two quick questions before we introduce the 3 tools: 1. Which of the following lines is longer? Taken from: http://www.getselfhelp.co.uk/perspectives.htm

13. Changing your perspective 2. What do you see when you first look at this image? Taken from: http://www.getselfhelp.co.uk/perspectives.htm

14. Changing your perspective • These images may be familiar. Many of us know that the lines are the same length, and that the image can either be a candlestick or two faces, depending on how you look at it. • We’ve shown them as a reminder that you can look at the same thing in different ways. How you look at something can have a major impact on what you seeand, therefore, what you are able to take away from it. • This is true of feedback. If you view feedback positively, you are much more likely to benefit from receiving it. You will be more able to reflect upon it, and use it to enhance your future learning and performance at University.

15. 3 simple tools to view feedback positively We will now introduce 3 simple tools to help you view feedback in a more positive way. You don’t have to use them all – pick and choose the one(s) that work best for you.

16. Plus Minus Action • Plus Minus Action (PMA) is a simple tool that can be used when you receive any kind of feedback, whether it’s at University, in work, as part of a sports team etc. • Using PMA allows you to take control of your feedback and use it in a positive, constructive way. • Click on each of the headings in turn to read more about how you can use PMA in practice, and for examples of possible Pluses, Minuses and Actionsfor academic feedback (within the table, opposite). Adapted from: De Bono, E. (1982) ‘De Bono’s Thinking Course’, Barnes and Noble Books See: http://www.mindtools.com Skip

17. Plus Minus Action - Plus • When you receive feedback, identify the positives (pluses) first – i.e. what you’ve done well. It might be that you’ve passed your assignment or exam, or it may be where you’ve gained marks or positive feedback comments. • You might need to revisit the learning criteria to help with this process. • Identifying the positives first gives you a confidence boost before you move on to the minuses. • By identifying the pluses, you know what you should do the same next time round – this is just as important as identifying what you need to do differently. Adapted from: De Bono, E. (1982) ‘De Bono’s Thinking Course’, Barnes and Noble Books See: http://www.mindtools.com Skip

18. Plus Minus Action - Minus • Once you’ve identified the pluses, move on to the minuses – i.e. where you’ve gone wrong. • Prioritise them – which mistakes or errors have cost you the most marks? You may wish to address these first. • Try not to get disheartened – a key aim of feedback is to let you know what you’ve done wrong, and how you can put it right for next time. Adapted from: De Bono, E. (1982) ‘De Bono’s Thinking Course’, Barnes and Noble Books See: http://www.mindtools.com Skip

19. Plus Minus Action - Action • Once you’ve identified the pluses and minuses, pick out 1 or 2 actions that will help improve your mark and feedback next time. • This may involve seeking help with the areas that you didn’t do quite so well in. • One crucial action is to ask for clarification if you don’t understand any part of the feedback that you’ve received. • Other actions might include revisiting the assessment guidelines for your module, re-reading your notes for a particular topic, attending a skills workshop or making an appointment with your LDC for help and support. Adapted from: De Bono, E. (1982) ‘De Bono’s Thinking Course’, Barnes and Noble Books See: http://www.mindtools.com Skip

20. Plus Minus Action – Top Tips • Write down your Pluses, Minuses and Actions – you get so much feedback that it’s easy to forget them when you move on to your next task. • Keep them all together in a central locationwhere you can access them easily, e.g. in a single document or spreadsheet, or in your phone or tablet. That way you can review them before beginning your next assignment. You can also spot patterns emerging and take action before they become a problem. • Remember to compare your feedback across all modules. It’s easy to see modules as discrete units – the content is often very different and it can be hard to see how feedback from one can help with another. But students often lose marks for errors relating to their academic skills rather than the content of an assignment. This could include referencing errors, poor structure, lack of critical analysis etc. Feedback on academic skills is relevant for all assessments so remember to take it on board for future modules. • Complete your Actions in a timely manner and in plenty of time before your next assignment.

21. Helicopter – Broadening your perspective • Helicopter analogy – as we take a step back and look at the bigger picture, it greatly increases our perspective (just like a helicopter rising from its landing pad). • This includes looking more widely in terms of where you can receive feedback – click on the circled sections on the left hand side for more information on each one. • It also involves comparing the feedback that you receive across the different modules you are studying – use the PMA tool to help with this. Skip Adapted from: http://www.getselfhelp.co.uk

22. Helicopter – Stop • When you receive feedback, especially if it’s not as good as you were expecting, it’s useful to stop, take a breath and look at the bigger picture. • Apply the PMA tool to the feedback – identify the Pluses, Minuses and Actions. • Use the pluses to give yourself a confidence boost, and take any actions that are needed to help you improve next time. Skip Adapted from: http://www.getselfhelp.co.uk

23. Helicopter – Self • You are crucial to the feedback process. • When you receive feedback, take time to read it through and check that you understand it. • Spend time reflecting on it, identifying how you can use it to enhance your future learning. • You can use the PMA tool to help with this. • Try working through the reflection unit in this series, which contains useful information on how to reflect upon, and use, feedback positively. Skip Adapted from: http://www.getselfhelp.co.uk

24. Helicopter – Other Students • Other students can be a good source of support when you receive feedback. • You invest so much time and energy on each piece of work that it’s be easy to take constructive criticism to heart. • Your fellow students aren’t so close to your work, and may be able to help you to see the feedback comments more objectively. • It can also be useful to compare your feedback comments with other students’ – you can learn from each others’ mistakes and, equally, from what you have each done well. Skip Adapted from: http://www.getselfhelp.co.uk

25. Helicopter – Wise Mind • A Wise Mind is someone you trust to give you advice and guidance. • They could be, for example, a family member or friend who has been through University already, a student in a more advanced year of your programme or a student mentor. • The Wise Mind can also be you. Remember that you are responsible for reflecting on the feedback that you receive, and identifying appropriate actions that will help improve your future performance. Skip Adapted from: http://www.getselfhelp.co.uk

26. Helicopter – Outsider • Outsiders to the module can be a useful source of support and feedback. • This could include the Learning Development Centre team in your School or other GCU Support Services. • It can also be useful to try and put yourself in an outsider’s shoes – if another student received your feedback, what advice would you give them? We’re often much more critical of ourselves than we are of others – keep this in mind when reviewing your own feedback. Skip Adapted from: http://www.getselfhelp.co.uk

27. Thinking Styles The way we think about things has a big impact on all aspects of our lives. We can fall into unhelpful thinking habits, which can cause unnecessary stress and even stop us performing to the best of our abilities. Read through the examples on the next slide – can you identify with any of the unhelpful thinking habits outlined?

28. Unhelpful thinking habits (with alternatives) Click on each link for more detail and possible alternative thoughts. Mental filter Mind reading Black & white thinking Unhelpful thinking habits Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

29. Thinking Styles – Mental filter Click on each link for more detail and alternative thoughts Mental filter Mind reading Black & white thinking Mental filter – When we only notice the negatives and filter out or dismiss anything that doesn’t ‘fit’ with this view. Alternative – Am I only noticing the bad bits and filtering out the positives? What would be more realistic? Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

30. Thinking Styles – Mind reading Click on each link for more detail and alternative thoughts Mental filter Mind reading Black & white thinking Mind reading– Assuming we know what others are thinking. Alternative – What’s the evidence that they’re thinking that? Is there a more objective way I can look at the situation? Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

31. Thinking Styles – Prediction Click on each link for more detail and alternative thoughts Mental filter Mind reading Black & white thinking Prediction – Believing we know what’s going to happen in the future. Alternative – How likely is it that this will really happen? Is there a more objective way to look at this? Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

32. Thinking Styles – Making comparisons Click on each link for more detail and alternative thoughts Mental filter Mind reading Black & white thinking Making comparisons – Seeing the good in others and comparing ourselves unfavourably to them. Alternative – Would friends or family describe me in the way I’m seeing myself? Is there a more objective way to look at this? Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

33. Thinking Styles – Critical self Click on each link for more detail and alternative thoughts Mental filter Mind reading Black & white thinking Critical self – Putting ourselves down, being overly critical of ourselves. Alternative – Would my friends or family say this about me? Looking at things objectively, am I being too hard on myself? Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

34. Thinking Styles – Shoulds and musts Click on each link for more detail and alternative thoughts Mental filter Mind reading Black & white thinking Shoulds and musts – Setting unrealistic expectations or putting unrealistic pressure on ourselves. Thinking ‘I must/should…’ Alternative – Am I putting too much pressure on myself? What would be more realistic? Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

35. Thinking Styles – Seeing catastrophe Click on each link for more detail and alternative thoughts Mental filter Mind reading Black & white thinking Seeing catastrophe – Imagining that the worst is going to happen. Alternative – It’s not helping me to imagine the worst case scenario. What’s more likely to happen? Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

36. Thinking Styles – Mountains and molehills Click on each link for more detail and alternative thoughts Mental filter Mind reading Black & white thinking Mountains and molehills – Exaggerating the negatives and minimising the positives. Alternative – Am I exaggerating this? How would others see it? What’s the bigger picture? Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

37. Thinking Styles – Black and white thinking Click on each link for more detail and alternative thoughts Mental filter Mind reading Black & white thinking Black and white thinking – Seeing things as only good or bad, right or wrong with nothing in between. Alternative – Things aren’t always black or white – there are shades of grey. Where does this sit on the spectrum? Prediction Mountains and molehills Making comparisons Seeing catastrophe Shoulds and musts Critical self Skip Adapted from: www.getselfhelp.co.uk/unhelpful.htm

38. Thinking Styles and Feedback • Most of us are prone to one or more of these unhelpful thinking habits. • You might not have given much thought to your ‘thinking style’ before but it can really impact on your student experience. You might, for example, feel like it’s a catastrophe if you get a low mark or negative feedback comments on an assignment. Or you might put too much pressure on yourself thinking that you ‘should’ be getting good marks. • Being aware of how you think can help you to identify if you’re being too hard on yourself or putting extra pressure on yourself. • Use the Helicopter to keep things in perspective – take a step back and look at the bigger picture. • Apply the PMA to any feedback comments that you receive – take strength from the Pluses and use the Minuses to develop an Action plan for improving in the future.

39. Further Support – Positive Living Team at GCU If you feel that you need further support with this, The Positive Living Teamat GCU provides an easily accessible counselling service, which is available to all undergraduate and postgraduate students. Life at University can be challenging and impacts on students in various ways. It's not uncommon to feel overwhelmed and stressed at times. Some of the most common issues that students go to the team for help with are stress, low mood, poor self-esteem and relationship problems.  Many students benefit from exploring their emotions, thoughts and behaviours in aconfidential counselling setting. For more information and to make an appointment, visit: http://www.gcu.ac.uk/positiveliving/

40. Sources of support at GCU

41. Contact Us If you’re still not sure of who to contact or if you’d like any further information or support, please don’t hesitate to get in touch at the contact details below and we’ll be happy to help. Feedback for Future Learning B002, Britannia Building 70 Cowcaddens Road Glasgow, G4 0BA Web: www.gcu.ac.uk/futurelearning Email: studentfeedback@gcu.ac.uk

42. Done... Well done – you’ve now completed this learning unit! We will now look beyond University, exploring how feedback can help you to succeed in the workplace – whether on placement, in part-time work, or in your first graduate job.

43. www.gcu.ac.uk/futurelearning