Making Feedback Productive EDU 221. Making Feedback Productive Housekeeping Current Issue Article PP and Discussion Topic approved by Barfield by Thurs.

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Presentation transcript:

Making Feedback Productive EDU 221

Making Feedback Productive Housekeeping Current Issue Article PP and Discussion Topic approved by Barfield by Thurs. Practice TD on D2L this week Group Presentation Behaviorist View Cognitive View Thursday: Read chapter 8, work on PP

Learning Model Relatively permanent change in behavior Feedback as Reinforcement (Behaviorist view) Feedback as Information (Cognitive View)

Feedback as Reinforcement (Behaviorist view) Thorndikes Law of Effect Skinners Reinforcement & Punishment Contingency and Rate of Response Response-strengthening Rewards strengthen Punishment weakens

Feedback as Information (Cognitive View) Interprets and uses information Builds mental representations

Is feedback needed? Thorndike (1931) Subjects attempted to draw a 4 inch lines with their eyes closed Repeated attempt 3,000 (4,000) times No Feedback resulted in no improvement Right/Wrong- Told right if line was within 1/8 and wrong if it was not resulted in increased performance from 13 to 25% correct

Does Quality Matter? Trowbridge & Cason (1932) Subjects attempted to draw a 3 inch lines while blindfolded 3 Conditions No Feedback Right/Wrong - right within 1/8 inch otherwise wrong How much- given how much off by 1/8 inch increments

Results (Trowbridge & Cason, 1932)

Views of the Effects of Feedback Behaviorist View: Response learningthe acquisition of a new response Reinforcement: strengthens behaviors; punishment: weakens behaviors; no cognition required Cognitive View: Feedback is information that you can use to interpret to make sense of the learning situation Dependent NOT on the actual feedback but on your interpretation of the MEANING of the feedback that is important

Three Examples: One Mr. Antonovich: April: Mr. Antonovich: What is the longitude of Chicago, April? About 40 degrees. No, …think about it for a second… Can you help her… Jeremy?

Three Examples: Two Ms. Salinas: Max: Ms. Salinas: What is the longitude of Chicago, Max? About 40 degrees. No, its about 88 degrees west. What is its latitude, Stephanie?

Three Examples: Three Ms. Bentley: Sam: Ms. Bentley: What is the longitude of Chicago, Sam? About 40 degrees. No, keep in mind we are measuring degrees east and west. Chicago is which direction from Greenwich?

Example Analysis Mr. Antonovich Gave immediate feedback, gave no further information Ms. Salinas Gave immediate feedback, but no information on how to correct Ms. Bentley Gave immediate feedback with corrective information and asks another question that then allows the student to answer successfully

Take Home Message on Feedback Effective Feedback It is immediate It is specific It provides corrective information for the learner It has a positive emotional tone

Making Feedback Productive Housekeeping Current Issue Article PP and Discussion Topic approved by Barfield by Thurs. Practice TD on D2L this week Group Presentation Behaviorist View Cognitive View Thursday: Read chapter 8, work on PP

Education is not filling a pail but the lighting of a fire. -William Butler Yeats