Mr. Ronald M. Quileste, M.Ed
School of Education, Xavier University
THE CONTEXT
Intheworldwelivein,anactiontakes
place-whichgivesaresult-the
originatoroftheactionnoticesthat
result
In other words, the result
of the action is fedback
Human
relations are
fullof overt
andcovert
feedback
loops
Cold sweat for
example is a form
of (unconscious)
perceptible
feedback
When you are
in love, you
produce a
specific odour
If a potential partner does this as
well, there are better chances of a
date
?
1
Take the time to
consider what you
want to say
2
Speak in personal
terms: "I ....."
3
Restrict your feedback to
whatyou observed or
notedin the present
contactwith this person
4
Describe your own
feelings and
thoughts
5
Describe the impact
of the behaviour on
you
6
Usethesandwichtechnique:
youstartandfinishstating
whatwentwell,inthemiddle
mentionthingsthatcoulddo
withsomeimprovement
7
Both the giver and the
recipient of feedback
should profit from
the feedback
8
Givesupportivefeedbackwhen
youwanttorewardgood
behaviour,corrective
feedbackwhenyouwantto
correctsomeone
9
Aim for an open
relationship and
show each other
respect
10
Be open and
vulnerable
11
Listen well
12
Be honest
13
Make your
intentions
clear
14
Take the trouble
to mend earlier
mistakes
15
Indicate clear
boundaries
16
Always ask for
permission first
17
Give correct
feedback
1
What went well? (positive feedback)
"I liked it that you let me finish talking
first, before you......."
2
What might be better? (constructive criticism)
Mention things that could do with some
improvement:
"What was painful for...
3
How could you do it better?
Seeking alternatives: "I would have
appreciated it if you had given me the
time to process i...
4
Is it clear?
Ask if the feedback is understood and
explain or expand on it, if necessary
Criteria for
effective
feedbackGrant Wiggins On The Fine Art Of Giving Feedback
Goal-
referenced
Tangible and
transparent
Actionable
User-friendly
Timely
Ongoing
Consistent
Defensive
behavior
It happens when the
recipient reacts
defensively to feedback
that concerns observed
behaviour
This may result in a
less than subtle
reaction from the
feedback giver
In response to that,
the recipient may show
resistance or
aggressive behaviour
The opportunity for
learning is then lost, it
will no longer be
about learning but
about 'being right'
behaviors
that elicit
resistance
judging the receiver
in person
trying to convince
the other person with
a flood of arguments
trying to show the other
person somethingin a
covertway(feigned
emotion)
ignoring or denying
the other person‘s
emotions
Rules for
the receiver
final thoughts
Being able to give effective feedback
on performance in both formal and
informal settings is one of the key
skills of a te...
Good relationship and dialogue helps the
learner receive messages appropriately and
the feedback should be given so as to ...
Thank You
Namaste!!
References
McKimm, J. (2009) Giving Effective Feedback. British
Journal of Hospital Medicine, UK
van Schaik, Paul (2008) T...
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
The Art of Giving Effective Student Feedback
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The Art of Giving Effective Student Feedback

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One on one consultations can be very tasking for educators if they don't know how to go about it. We must be careful with whatever we say because these things might backfire or we end up breaking the person instead of building him/her up. Learn more about effective feed-backing and more in this presentation. Enjoy.

Publicado en: Educación

The Art of Giving Effective Student Feedback

  1. Mr. Ronald M. Quileste, M.Ed School of Education, Xavier University
  2. THE CONTEXT
  3. Intheworldwelivein,anactiontakes place-whichgivesaresult-the originatoroftheactionnoticesthat result
  4. In other words, the result of the action is fedback
  5. Human relations are fullof overt andcovert feedback loops
  6. Cold sweat for example is a form of (unconscious) perceptible feedback
  7. When you are in love, you produce a specific odour
  8. If a potential partner does this as well, there are better chances of a date
  9. ?
  10. 1 Take the time to consider what you want to say
  11. 2 Speak in personal terms: "I ....."
  12. 3 Restrict your feedback to whatyou observed or notedin the present contactwith this person
  13. 4 Describe your own feelings and thoughts
  14. 5 Describe the impact of the behaviour on you
  15. 6 Usethesandwichtechnique: youstartandfinishstating whatwentwell,inthemiddle mentionthingsthatcoulddo withsomeimprovement
  16. 7 Both the giver and the recipient of feedback should profit from the feedback
  17. 8 Givesupportivefeedbackwhen youwanttorewardgood behaviour,corrective feedbackwhenyouwantto correctsomeone
  18. 9 Aim for an open relationship and show each other respect
  19. 10 Be open and vulnerable
  20. 11 Listen well
  21. 12 Be honest
  22. 13 Make your intentions clear
  23. 14 Take the trouble to mend earlier mistakes
  24. 15 Indicate clear boundaries
  25. 16 Always ask for permission first
  26. 17 Give correct feedback
  27. 1 What went well? (positive feedback) "I liked it that you let me finish talking first, before you......."
  28. 2 What might be better? (constructive criticism) Mention things that could do with some improvement: "What was painful for me was that you continued your story after the confrontation."
  29. 3 How could you do it better? Seeking alternatives: "I would have appreciated it if you had given me the time to process it."
  30. 4 Is it clear? Ask if the feedback is understood and explain or expand on it, if necessary
  31. Criteria for effective feedbackGrant Wiggins On The Fine Art Of Giving Feedback
  32. Goal- referenced
  33. Tangible and transparent
  34. Actionable
  35. User-friendly
  36. Timely
  37. Ongoing
  38. Consistent
  39. Defensive behavior
  40. It happens when the recipient reacts defensively to feedback that concerns observed behaviour
  41. This may result in a less than subtle reaction from the feedback giver
  42. In response to that, the recipient may show resistance or aggressive behaviour
  43. The opportunity for learning is then lost, it will no longer be about learning but about 'being right'
  44. behaviors that elicit resistance
  45. judging the receiver in person
  46. trying to convince the other person with a flood of arguments
  47. trying to show the other person somethingin a covertway(feigned emotion)
  48. ignoring or denying the other person‘s emotions
  49. Rules for the receiver
  50. final thoughts
  51. Being able to give effective feedback on performance in both formal and informal settings is one of the key skills of a teacher 1st
  52. Good relationship and dialogue helps the learner receive messages appropriately and the feedback should be given so as to help the learner take informed action and responsibility for their future learning and development. !
  53. Thank You Namaste!!
  54. References McKimm, J. (2009) Giving Effective Feedback. British Journal of Hospital Medicine, UK van Schaik, Paul (2008) The Art of Giving and Receiving Feedback. Academy for Counselling and Coaching (ACC), The Netherlands

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