Transcript - AI Generated
Three Do's of Effective Feedback
[0:19] Well hey guys, I have a really short one for you today. I'm gonna be talking to you about three do's and three don'ts of effective and efficient feedback.
[0:29] So let's start off with the do's, what you should be doing when you're giving feedback and there are three points.
First off, you want to identify an area for improvement.
So as you're reading the students answer to something or you're looking through their project or anything like that, you just want to identify one area, really one area that you want them to improve.
So it could be, you know, you need to increase the mode of their language, right, it needs to become more persuasive in what they're writing and so that's what you're gonna say okay we need to improve your mode of writing or maybe you want to focus on something else that they need to improve on so maybe it's they need to improve their depth of research as they go about answering something and so you identify an area of improvement that's step number one.
Step number two is to give directions to the student guiding them to learn the improvement so if they need to go deeper with their research then go okay you need to go deeper with your research when you're answering questions like this because I ask you to evaluate And so I want you to go and do a Google Scholar search for this term or go and ask three different AI platforms to give you evidence for this this and this right to support what you've got there and, Then come back and try and integrate that evidence into your answer.
[1:45] So that's giving them directions. You're not doing it for them, you're just giving them directions and going, this is what you need to do.
You need to go and do this kind of stuff to improve this kind of answer.
And then you want to schedule a time to check that the student has done it. So there are three do's.
[2:02] Identify an area for improvement, tell them what they should do to improve it, and then schedule a time where you're gonna check in with that student and go, did you get that done? Have you actually improved?
And you might wanna also give them time in class, but they're your three do's for effective and efficient feedback.
Three Don'ts for Effective Feedback
[2:18] This is not feedback, right? I'm going to go through the don'ts in a sec, but this is not the kind of feedback that's going to take a long time.
Okay, you read what they've given you, you're looking at whatever they've done, you've listened to what they've done, however it is that you're seeing the evidence of their learning, and then you want to identify one area of improvement, tell them how they can go about that process, and check, make sure you've scheduled a time to check in with them to see that improvement having happened.
Okay, so there are the three do's. Now there's then three don'ts for feedback.
You do not want to focus on everything.
Okay, that's why I want you to focus on one area of improvement, not on 10.
Okay, a student is gonna be overwhelmed if they get even five or three things that they need to improve on.
Give them one at a time. Make note of the other ones if you want to, and then you can raise them once they fix the other stuff.
But focus on one thing at a time, the thing that makes the greatest improvement first.
[3:12] You don't want to be giving them marks or grades. Now, I'm not saying that you shouldn't mark stuff, right?
If you need to mark stuff for school, it's an actual formal assessment task, great.
Mark it, do what you need to do, but don't put it on the paper, okay? Don't put it down on the stuff that you're about to give the student.
You want to give the student the feedback and have them improve things before you give them marks, because otherwise, as soon as they see the mark, it's done, it's over, I don't need to even bother.
They won't do it. They're going to schedule that time, they're going to come back, and it's not going to be done because they're already as far as they're concerned it's finished it's done and dusted.
I would even encourage you if you can build in a process whereby the students submit something as a final thing but they're going to get feedback and have to improve it and what they do in between actually gets them more marks or something like that would be helpful for motivating them to actually get into that improvement.
[4:01] But the fact that you're in the three do's the fact that you're giving they're telling them what to do to improve rather than just saying this is wrong this is wrong yeah I need you to improve this I need you to improve that but you're actually saying in order to improve your persuasive writing right you need to go and understand what modes are and look at the different level of modes right near the modal levels of writing and and you want them to actually shift from your lower mode to higher mode to improve the persuasiveness of what they're actually giving there and if they can't use those higher modals that probably means that they need to improve their evidence that's behind it to strengthen that so that when they say you know, this clearly shows rather than just, you know, this makes it slightly more evident or slightly more likely, right?
You wanna be shifting things to be focusing on that.
And so you just tell them how to do it, like go and learn about modal writing and then come back and adjust your writing to make it more persuasive.
You're not giving them all the answers, you're saying what they need to go and research, what they need to learn to improve.
The third thing you wanna make sure you do not do is do not give it back covered in red pen, okay? don't go through and fix all the little spelling mistakes and where the full stops and all this needs a paragraph here and this okay.
[5:14] Much better if you just use a highlighter Okay, use a highlighter system and just go okay all the good stuff is in green.
This was great. This is great This is great, right the things you want them to improve.
I mean yellow And so you can go through and go great great great yellow yellow yellow So yellow that that's like and they might come to go.
Why is this yellow yellow that needs a paragraph, right?
[5:35] You don't want to be covering it red pan and scribbling all over it because the kids look at that and like I don't want To read that but highlight is nice and easy.
I can go look at that green I've got then I've got all just a few yellows.
Okay, and again if you're going to use the highlighter system again Go back to this whole idea identify one area just highlight one thing that you want them to improve Don't highlight everything.
Okay, highlight the one thing that's gonna make the biggest improvement on their writing which isn't normally their grammar Okay, I'm not saying not to help them with their grammar eventually But improve the bigger things first and then come back to grammar.
Just say even you could go you need to improve your grammar please run this through Grammarly or a spell check or something before you submit it.
Basic kind of things will help them to improve that kind of process.
Tips for Efficient Feedback with Impact
[6:14] So there are your three do's and three don'ts.
So do identify one area of improvement, give them directions for how to improve that and then schedule a time to check in so they have a deadline for when to get it done by.
And the three don'ts are do not focus on everything, do not give marks and grades and not cover it in red pen.
They're the three do's and the three don'ts for effective and efficient feedback and doing this will reduce your time And you're as you're going through giving feedback to students, but it will also increase the impact that it has on your students Well, that's it.
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