Badge 19 – Feedback

Feedback is timely

I can’t say my feedback was the most timely of the group since it looks like I was close to one of the last to respond each week.  I typically would respond four or five days after class, typically over the weekend when I had time to get to it outside of work.

Feedback relates to learning goals of the lesson

I can’t say i concisely gave feedback around specific learning goals but i did come across some instances where my remarks did seem to relate back to the learning goals or objectives of the presentation such as the one below for the flipped classroom lesson.

 

All comments should be based upon observable behavior and not assumed motives or intents; give concrete examples.

I typically always tried to give feedback with specific information of observable behaviors both bad and good. The example below has two from the UDL group commenting on their use of the tools in Carmen Connect

 

Positive comments should be made first in order to give the student confidence and gain his/her attention.

I always try to lead with positive comments in all my feedback.  the example below is just one of many that puts a positive spin on what may be perceived as negative feedback.  This example is from the video presentation

Feedback shares ideas and alternatives

I think that just about every class the discussion sparked some new thoughts or ideas that I could then share in my feedback. This is another example from my feedback on the Video group that talks about that a bit.

Feedback offers both challenge and affirmation

I didn’t come across too much of my feedback that did both challenge and affirmation, it was usually one or the other with affirmation leading the way.  but here is an example from my feedback to the big data and video graphic micro teaching that Moe and Byron did.

Feedback should deal with the behaviors the presenter can control and change

This for me is easy.  I hate when people criticize things that are completely out of your control.  In this example I actually was part of the problem not being present for the class and having to participate in the group discussion via Carmen Connect.  Lin and Moe did a great job doing the best they could with something that was really out of their hands.

It begins with “I” statements.

Just about every one of my statements in all my feedback begins with “I” statements.  The example below is from the social media micro teaching.

Feedback relates to each aspect of the microteaching rubric

As you can see I tried to give feeb back to everyone on every category.  There may only be 2 or three aspects through all the micro teachings and student lead lessons where I didn’t give any feedback.