Badge 19 – Feedback

Feedback is timely.
I provided feedback immediately after each of the online micro-teaching experiences.  I jotted down notes as the lesson was presented so I could be as specific as possible with my feedback and make sure I did not forget anything.

Feedback relates to the learning goals of the lesson.
With each feedback, I wanted to make sure that I discussed only the lesson that was presented.  Many of the lessons had a slide that provided the objectives, so that was even easier to make sure my feedback was relatable.  For example, Carla presented on Cloud Computing and the feedback I provided about the objectives of the lesson was: “Great job defining, having us work with, and then analyzing the cloud.  Clear learning goals given.”

Comments based on observable behavior, specific examples.
Whenever possible, I want to provide specific examples of what the presenter did to meed the criteria that I am providing feedback for.  For example, for Liz’s presentation on Standards and Technology, one of the criteria states that ‘Lesson involves classmates in appropriate individual and group activities and discussions.’  For this criteria, I left the following feedback: “Breakout rooms worked well for working together. It was nice just focusing on one of the questions.  We did not focus as much individually, but I do not think that it detracted in any way from the overall presentation given the time restraint.”

Positive comments made first.
When giving feedback, it is always important to be positive before giving any constructive criticism about things that may not have worked well.  In Carla and Narmada’s lesson on Flipped Classrooms, one of the criteria was to have ‘Appropriate and meaningful use of technology.’  For this criteria, the feedback I left was: “The TED talk video was great, and the links were thought provoking with various opinions on aspects of flipped classrooms.  I think we could have had longer discussions, but the video was somewhat lengthy which took up a lot of that discussion time.”

Share ideas/alternatives.
A great aspect of feedback is hearing what other people through you could have added or incorporated into your lesson to make it more meaningful and impactful for the audience.  The feedback I left Susan on her lesson on videos showcases the aspect of sharing ideas within feedback.  My comment to Susan for this was: “Remembering, Analyzing different aspects of videos, looking at creating digital storytelling videos. It would have been super cool if we could have somehow created a digital story collectively as a class or in groups using an app or online program!” 

Begins with “I” statements.
Feedback is very personal, and while based on observation, is the opinion of the writer.  For this reason, it is often important to begin with “I” so that the audience knows that this is a specific comment based on the writer’s opinion of what was observed.  Again, looking at Susan’s lesson on videos, The feedback I left for the criteria about her lesson being well planned and organized was: “I thought the lesson was great and flowed well from what we already knew about video to what other areas and options of types of video resources and activities for us to incorporate within our subject areas.”

Relates to micro-teaching rubric.
For each lesson, I have left feedback based on the following criteria:

  • Lesson is well planned and organized with clear learning goals
  • Appropriate and meaningful use of technology
  • Attention to Formative and Summative Assessment
  • Effective management of technology
  • Lesson involves classmates in appropriate individual and group activities and discussion.
  • Lesson integrates one or  more elements within Blooms Digital Taxonomy
  • Appropriate differentiation of Instruction
  • Lesson encourages broader exploration of issue

All of the feedback I have left meets these specific criteria and is focused on the specifics of each descriptor.

Using feedback
For each lesson I have presented, I have read and thought about the feedback that was left.  Feedback is only good if it is given and received.  I intend to use the feedback to better the last micro-teaching lesson I will present next week.  Making sure that the rubric criteria is specifically met through the discussion and activities Liz and I conduct during our presentation on Apps & Education.  We hope to make it as interactive as possible to incorporate more technology and levels of Blooms Digital Taxonomy.

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