Learning Conversations

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Learning Conversations

• Feedback to support Learning

Acknowledgement Nicky Hepworth
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Session objectives

• To
• Consider the importance of feedback in the
  mentoring process
• Consider the skills of giving and receiving good
  feedback
• Discuss examples of work to
• Grade consistently
• Consider/practice feedback

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Video analysis

• Observe the video clips and reflect on
• The focus of the feedback
• What skills are needed in giving good feedback
• How you receive feedback

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Points arising when discussing the video clip
with mentors group 1

• Ownership does the person receiving the
  feedback own the agenda? To what extent is this
  possible in ITE?
• The mentor does make this person reflect
• The mentor allows the person to speak at length
• The person being mentored has control of a
  personal agenda

5
Points arising when discussing the video clip
with mentors group 1

• Does your feedback increase or decrease the fear
  of failure
• Can the body language set up the wrong vibrations
  and perhaps suggest aggression

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Points raised group 2

• Venue and setting usually after the lesson
• Focus on one thing at a time
• Joint obs baseline and consistency, lets mentor
  know if they are doing a good job
• Joint obs should lead to joint feedback?
• Who sets the agenda?
• Use of coaching language (positive)
• Clarity of role

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Focusing feedback

• Watkins (2000) suggests that in schools feedback
  is often
• Highly evaluative
• As though the role was to judge performance
• And structured to pass on that judgement
• This is not the case in other contexts
• Concentration on performance can be
  counterproductive

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Focusing feedbackWatkins proposes 9
alternatives, each with a different focus

• Data - aspects of performance
• Contextual social / educational
• Informative selected interpreted
• Knowledge what has been learnt / meaning
  created
• Vision perception and goals

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Focusing feedback Watkins (2000)

• Process social interpersonal processes
  operate
• Improvement making a difference
• Change how innovations are being received
• Learning metacognitions have been stimulated

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Skills of good feedback

• Clarity
• Start with the positive
• Be specific not general
• Select priority areas
• Focus on behaviour and not the person
• Refer to behaviour that can be changed
• Be Emotionally aware

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Skills of good feedback

• Be descriptive rather than evaluative
• Immediate feedback (where possible)
• Based on observation and not inference
• Based on what is said rather than why its said
• Leave recipients with a choice open to
  discussion
• Limit negative feedback

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Receiving feedback

• Be committed to being good rather than looking
  good
• Actively invite constructive feedback
• Listen to understand
• Ask clarifying questions
• Acknowledge
• Consider whether agree or disagree

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Receiving feedback

• Check out with other sources
• Ask for feedback you want to receive as a natural
  part of your learning process

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Group work 10 minutes

• Formulate a short set of rules for giving and
  receiving feedback.

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Rules for feedback group 1

• Allow reflection. What did you think of the
  lesson?
• Provide a positive motivational comment.
• Ask what could have been done differently if
  anything
• Did they meet their target? How or why not?
• Make suggestions
• How can we build on the lesson? Make further
  targets
• Get the environment right relaxed, private,
  uninterrupted.
• Be specific
• Finish on a positive
• Allow sufficient time negotiate a time suitable
  for both but which the trainee can own
• Agree a focus first who leads on this? Can
  trainees be objective?
• (the emphasis will change as trainees grow in
  competence and independence)
• Even at the end of QTS its just a beginning!
  How does feedback at the end of a course reflect
  this?

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Rules for giving feedback group 2

• Give the trainee a chance to evaluate first
• Be prepared to stop excessive self-criticism but
  reflect what went on honestly
• Avoid information overload
• End on a positive
• By agreement generate at least one SMART target
• Remain professionally detached
• Refer to targets and give evidence of achievement

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references

• http//www.teachers.tv/mentoring
• Watkins, C. (2000) Feedback between teachers. In
  Askew, S. Feedback for Learning. Routledge Falmer