1 / 25

Understanding Feedback Workshop 1: Feedforward for Effective Transition

This workshop explores the importance of feedback in the transition to the workplace, covering topics such as the difference between summative and formative assessment, Hattie and Timperley's feedback levels, and using a reflective conversation model. Participants will engage in activities to deepen their understanding of feedback.

tammiebaker
Download Presentation

Understanding Feedback Workshop 1: Feedforward for Effective Transition

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. LeapForward Training: Understanding Feedback Workshop 1 LeapForward Learning for Practice: Feedforward for effective transition to the workplace

  2. LeapForward Training: Workshop Map Workshop 1 Workshop 2 Workshop 3 Understanding Feedback Practicalities of Workplace Feedback Emotional & relational aspects of feedback Taking Action

  3. Learning outcomes • Explain the difference between summative and formative assessment • Explain the importance of feedback (and feedforward) and the student’s role in seeking and using feedback • Describe Hattie and Timperley’s 4 levels of feedback • Describe and use a reflective conversation model for feedback dialogue with a peer

  4. Activity 1: What is feedback? Discuss with a neighbour and make a few notes that summarise your current understanding of what is meant by “feedback”

  5. What is feedback? • Teacher  student? • Or a dialogue? • “a process whereby learners obtain information about their work in order to appreciate the similarities and differences between the appropriate standards for any given work, and the qualities of the work itself, in order to generate improved work”1 1Boud and Molloy (2013)

  6. Feedback dialogue 1 adapted from Boud and Molloy (2013)

  7. Taking Action Student

  8. What is formative assessment? Feedforward Assessment of learning Assessment for learning

  9. Feedback - Effects on students/staff • Allows detailed feedback • Promotes self-directed learning • Encourages and motivates deep learning and understanding • Raises self-esteem • Identifies insecurities and offers help with specific problems • Develops teaching skills and job satisfaction (staff) Wood, D. (2014) Understanding Medical Education

  10. Why does it matter? • For all the reasons above! • League tables • NSS survey: Assessment and feedback section “helpful & timely feedback”

  11. The LeapForward Project • Interdisciplinary team exploring feedback (feedforward) processes that support transitions to workplace environments • Gathering data from vets, medics, dentists, social workers and theatre (performance) - students and staff • We are all learning! LeapForward Learning for Practice: Feedforward for effective transition to the workplace

  12. LeapForward community You will see quotes from staff and students in Theatre Studies, Social Work, Veterinary Science, Medicine, and Dentistry in this training material, which are taken from the LeapForward research project LeapForward Learning for Practice: Feedforward for effective transition to the workplace

  13. Feedback model (Hattie and Timperley 2007) EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS Where am I going? How am I going? Where to next? Each feedback question works at four levels: Hattie, J. & Timperley, H. (2007) The Power of Feedback. Review of Educational Research 77, 81-112

  14. Feedback model (Hattie and Timperley 2007) TASK LEVEL How well activities are understood/ performed PROCESS LEVEL The main process needed to understand/perform activities Aim: To provide feedback on accuracy of context-specific information Aim: To help students understand procedural aspects/cues that can be applied for future work

  15. Feedback model (Hattie and Timperley 2007) SELF-REGULATION LEVEL Self-monitoring, directing, and regulating of actions SELF LEVEL Personal evaluations and affect (usually positive) about the learning Aim: To develop individual capability to create internal feedback and self-regulate Aim: To praise (or criticise) ability/ intelligence Note: generally to be avoided

  16. Activity 2: Feedback effectiveness • Read statements on the activity sheet • Discuss each comment • What helps learning • What hinders learning

  17. Even just a minute conversation with your supervisor at the end can make the world of a difference STUDENT I think definitely helps if its face to face ‘cause also you get that tone of voice STUDENT Verbal, personalised, contemporaneous feedback is best I’ll sit down with medical students say, ‘How do you think today’s clinic went? What did you do? What did you particularly do well? What would you like to improve on?’ STAFF I think really just keeping it simple, doing it close to the action that you want feedback on and ideally face to face really. I think that was the most useful for meSTUDENT LeapForward Learning for Practice: Feedforward for effective transition to the workplace

  18. Constructive feedback dialogue… • Happens at an appropriate time and place • As promptly as possible • In private? • Is accurate • Based on direct observation, not second-hand reporting • Is objective and non-judgemental • Describes the specific act or behaviour, not the student’s personality Adapted from: Ramani, S. & Krackov, S. (2012) Twelve Tips for giving feedback

  19. Constructive feedback… • Is specific and descriptive • E.g. “When you did/said….I was pleased/concerned ….because…. • Is balanced and supportive • Includes positive and negative comments • “things you are good at already”; “things to work on” • Is achievable • Focuses on just one or two “things to work on” • Gives suggestions for how to achieve desired outcomes Adapted from: Ramani, S. & Krackov, S. (2012) Twelve Tips for giving feedback

  20. Its easier to receive if it’s in a constructive way like if they do say you did this well but going ahead do this, rather than say you did this badly and then not really giving you movement to go forward differently STUDENT Constructive feedback is one good, one bad & one improvement STUDENT The mentor I had in Pysch was very nice and they’d always say something like, ‘tell me something good you did, stop being such a medical student’ and that’s nice because actually sometimes you need talking into saying something good STUDENT Feedback needs to be balanced and constructive Structure for me is about balance really. Don’t focus on just the negatives or just the positives. Make sure there is a balance to things STAFF LeapForward Learning for Practice: Feedforward for effective transition to the workplace

  21. Constructive feedback • The sandwich model (limitations) • Good  Bad  Good • The reflective conversation model (based on Pendleton’s rules)* • What does the student think went well? – then discuss • What does the student think didn’t go so well? – then discuss • What is the student’s plan for improvement? – then discuss The student should be doing > 50% of the talking *From Pendleton et al (1984) The consultation: an approach to learning and teaching, OUP

  22. Activity 3: Have a go! • Work in pairs; label yourselves A and B • Each pair (don’t start yet!) • Person A: Draw a cow • Person B: Draw a sheep • You will have 1 minute for your drawing • You will then have 1 minute each to have a feedback conversation about your drawing

  23. Activity 3: Debrief • Consider your feedback from your “tutor” • How was that experience and how did you feel…. • As tutor, giving feedback? • As artist, receiving feedback?

  24. Learning outcomes • Explain the difference between summative and formative assessment • Explain the importance of feedback (and feedforward) and the student’s role in seeking and using feedback • Discuss the similarities and differences between feedback processes used in school/classroom and those used at University/workplace • Describe Hattie and Timperley’s 4 levels of feedback • Describe and use a reflective conversation model for feedback dialogue with a peer

  25. References and resources • Molloy E, & Boud, D. Seeking a different angle on feedback in clinical education: the learner as seeker, judge and user of performance information. Medical Education 47(3): 227-229, 2013. • Hattie, J. & Timperley, H. (2007) The Power of Feedback. Review of Educational Research 77, 81-112 • Wood, D. in Swanwick, T., (2014) Understanding medical education: Evidence, theory and practice / edited by Professor Tim Swanwick. (Second ed.) • Ramani, S. & Krackov, S.K. (2012) Twelve tips for giving feedback effectively in the clinical environment, Medical Teacher, 34:10, 787-791 • Pendleton D, Schofield T., Tate P., Havelock P. (1984) The Consultation: An Approach to Learning and Teaching. Oxford: Oxford University Press; LeapForward project Resource Toolkit: We have developed a resource toolkit containing a summary of key theoretical frameworks, practical aides, guidelines, and models. This resource is intended to supplement the LeapForward training packages, and is available for staff to consult to support feedback and feedforward activities and practices

More Related