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Learning Conversations

Learning Conversations. Feedback to support Learning. Acknowledgement: Nicky Hepworth. Session objectives. To: Consider the importance of feedback in the mentoring process Consider the skills of giving and receiving good feedback Discuss examples of work to Grade consistently

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Learning Conversations

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  1. Learning Conversations Feedback to support Learning Acknowledgement: Nicky Hepworth

  2. Session objectives To: • Consider the importance of feedback in the mentoring process • Consider the skills of giving and receiving good feedback • Discuss examples of work to • Grade consistently • Consider/practice feedback

  3. Video analysis • Observe the video clips and reflect on : • The focus of the feedback • What skills are needed in giving good feedback • How you receive feedback

  4. Points arising when discussing the video clip with mentors – group 1 • Ownership – does the person receiving the feedback own the agenda? To what extent is this possible in ITE? • The mentor does make this person reflect • The mentor allows the person to speak at length • The person being mentored has control of a personal agenda

  5. Points arising when discussing the video clip with mentors – group 1 • Does your feedback increase or decrease the fear of failure • Can the body language set up the wrong vibrations and perhaps suggest aggression

  6. Points raised – group 2 • Venue and setting – usually after the lesson • Focus on one thing at a time • Joint obs – baseline and consistency, lets mentor know if they are doing a good job • Joint obs should lead to joint feedback? • Who sets the agenda? • Use of coaching language (positive) • Clarity of role

  7. Focusing feedback • Watkins (2000) suggests that in schools feedback is often • Highly evaluative • As though the role was to judge performance • And structured to pass on that judgement • This is not the case in other contexts • Concentration on performance can be counterproductive

  8. Focusing feedbackWatkins proposes 9 alternatives, each with a different focus • Data- aspects of performance • Contextual – social / educational • Informative – selected & interpreted • Knowledge – what has been learnt / meaning created • Vision – perception and goals

  9. Focusing feedback Watkins (2000) • Process – social & interpersonal processes operate • Improvement – making a difference • Change – how innovations are being received • Learning – metacognitions have been stimulated

  10. Skills of good feedback • Clarity • Start with the positive • Be specific not general • Select priority areas • Focus on behaviour and not the person • Refer to behaviour that can be changed • Be Emotionally aware

  11. Skills of good feedback • Be descriptive rather than evaluative • Immediate feedback (where possible) • Based on observation and not inference • Based on what is said rather than why its said • Leave recipients with a choice – open to discussion • Limit negative feedback

  12. Receiving feedback • Be committed to being good rather than looking good • Actively invite constructive feedback • Listen to understand • Ask clarifying questions • Acknowledge • Consider whether agree or disagree

  13. Receiving feedback • Check out with other sources • Ask for feedback you want to receive as a natural part of your learning process

  14. Group work – 10 minutes • Formulate a short set of rules for giving and receiving feedback.

  15. Rules for feedback – group 1 Allow reflection. What did you think of the lesson? Provide a positive motivational comment. Ask what could have been done differently if anything Did they meet their target? How or why not? Make suggestions How can we build on the lesson? Make further targets Get the environment right – relaxed, private, uninterrupted. Be specific Finish on a positive Allow sufficient time – negotiate a time suitable for both but which the trainee can own Agree a focus first – who leads on this? Can trainees be objective? (the emphasis will change as trainees grow in competence and independence) Even at the end of QTS it’s just a beginning! – How does feedback at the end of a course reflect this?

  16. Rules for giving feedback – group 2 • Give the trainee a chance to evaluate first • Be prepared to stop excessive self-criticism but reflect what went on honestly • Avoid information overload • End on a positive • By agreement generate at least one SMART target • Remain professionally detached • Refer to targets and give evidence of achievement

  17. references • http://www.teachers.tv/mentoring • Watkins, C. (2000) Feedback between teachers. In Askew, S. Feedback for Learning. Routledge Falmer

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