Old Technology, New Learning: Using Video Feedback to Enhance Student Writing
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For University of British Columbia Okanagan 12th Annual Learning Conference May 4 2016.
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Old Technology, New Learning: Using Video Feedback to Enhance Student Writing
- 1. Old Technology, New Learning Evaluate Motivate FormulateElucidate Educate
- 3. Goals For Today 1. Identify what is limiting success in the way we do feedback (10- 20m) 2. 5 Tips for giving feedback (10m) 3. Look at video feedback as one way to improve the quality of feedback for writing 4. Develop a plan for using feedback to evaluate and motivate Motivate
- 4. If we were to give feedback that had the worst possible outcome, what would we do/say?
- 5. Evaluations CAN motivate! 5 Tips to Great Evaluations
- 6. Evaluations CAN motivate! 1. Be Descriptive
- 7. Video Feedback Being Descriptive
- 8. Evaluations CAN motivate! 5 Tips to Great Evaluations 2. Use the ‘sandwich’ method
- 9. Video Feedback Using the Sandwich Method
- 10. 3. Use a lot of detail
- 11. Video Feedback Using a Lot of Detail
- 12. 4. Show, don’t tell.
- 13. Video Feedback Showing how to Improve
- 15. Video Feedback Using Question Prompts
- 16. Descriptive Sandwich method Detail Show, don’t tell Use question prompts 5 Tips:
- 17. Students’ Feedback What students say…. I strongly believe that it will help me write even better papers in the future. one of my favorite things as a student is when a professor not only grades an assignment but actually tells you where you went wrong, and how to improve upon your work.
- 18. What first steps do we need to take to stop creating poor outcomes?
- 20. Questions? Comments? Dr. Rosalind Warner College Professor of Political Science rowarner@okanagan.bc.ca rozwarner.wordpress.com Slide Deck: Don’t forget a handout!
Notas del editor
- -you’ve worked for hours carefully crafting your comments, only to realize the student has not picked up their paper or read through the feedback? A student complains about their grade but doesn’t say anything about the copious red marks all over their work You prepare students for feedback by talking about rubrics and standards in class, but then students act as if you’re just making up grades out of thin air You have students who say ‘but I worked really hard on this’ or ‘I need this mark to graduate’ or ‘what is one more mark’?
- Everyone included – equal opportunity -groups of 4-7 1,2,4 all (5m) Make a list of all you can do to achieve the worst result imaginable – Is there anything we are currently doing that in any way shape or form resembles this item? – make a second list Go through the items on your second list and decide what first steps will help you stop what you know creates undesirable results?