Unit 4 – Giving Feedback Aim Provide the opportunity to develop feedback skills Learning outcomes List the key points to be considered when giving feedback Apply effective feedback skills Slide 4.1 You will be familiar with the content of this topic. Outline tutor notes are provided but the expectation is as an experienced facilitator you may wish to add/change to suit your own and audience needs.

Subtle Feedback “Unfortunately the bit that is good is not “Your work is both good and original.” “Unfortunately the bit that is good is not original and the bit that is original is not good.” Anonymous Slide 4.2 Giving feedback is an essential skill that facilitators can learn. We can avoid getting it wrong with the correct use of words.

Less Subtle Feedback Slide 4.3 Add own example or ask learners

The seven principles of good feedback practice (HEA 2004) Facilitates the development of self-assessment (reflection) in learning   Encourages teacher and peer dialogue around learning  Helps clarify what good performance is (goals, criteria, standards expected)  Provides opportunities to close the gap between current and desired performance  Delivers high quality information to students about their learning  Encourages positive motivational beliefs and self-esteem  Provides information to teachers that can be used to help shape the teaching  Slide 4.4

Pendleton’s Rules Briefly clarify matters of fact The learner goes first and discusses what went well The trainer discusses what went well  The learner describes what could have been done differently and makes suggestions for change   The trainer identifies what could be done differently and gives options for change Pendleton et al 1984 Slide 4.5

JOHARI Window http://www.businessballs.com/johariwindowmodel.htm Slide 4.6 PLEASE USE LINK ON HANDOUT 2 FOR INFORMATION ON JOHARI WINDOW FOR THIS SLIDE

Feedback Sandwich Give some positive feedback first Then make a suggestion for change. Be specific and describe what you have seen that could improve and offer choices for change Then give another positive message Slide 4.7 Research with students suggests they need to hear 5 positives to one negative or all they will hear is negative. Even if there are lots of things you could mention to change just pick one. My experience is that if there are lots then they will crop up again and again!

Non-judgemental Feedback Descriptive v evaluative Specific v generalised Behaviour v personality Explore choices v telling what to do http://www.gp-training.net/training/educational_theory/feedback/non_judjmental_feedback.htm Slide 4.8 Choose the time and give in a quantity that can be coped with Check feedback is understood Avoid collusion See unit 4, handout 1

One Rower Slide 4.9 The Photography Class Ask people to pair up: one to be the photographer and the other a participant The aim of the Photography Class session is to practice FEEDBACK skills in a non-threatening way and practice giving specific, descriptive, non judgmental formative feedback based on what is seen. The session also explores how we make summative assessments and give objective feedback based on whether participants have met specific criteria. For this activity we use slides 4.9 -4.11. There are three different activities providing three different feedback scenarios In this first picture the participant and the photographer think the picture is good. Participants are asked to make suggestions to make it even better (formative feedback). The skill for the participant is to offer some small suggestions for change that might help the photographer develop from a very good photographer to an excellent one.

Two Rowers Slide 4.10 In this second picture participants think the picture is poor but the photographer thinks it is good. Participants need to identify why the painting needs significant development and make suggestions for change (formative feedback). The skill is to give feedback to someone who has poor insight, is not expecting criticism and may respond negatively to the feedback. This is often the most difficult type of feedback to give and particularly benefits from a non judgmental approach where specific descriptive terms are used. For example saying “I don’t like the way you’ve photographed the sea you need to have much more effective use of colour and its contrasts” is likely to be unhelpful. Making a specific descriptive statement that “you have divided the picture into a third and 2 thirds with a strip of orange” is a statement of fact. Waiting to see their response is key to knowing what kind of feedback will be required. If they say “this is the perfect way to create depth in a photograph” will be different from “I used a simple perspective technique to provide background to my picture where the focus is the boat”

Defined Criteria The Boat provides the main focus of the photograph Black should be used to provide stark contrast with other colours The boats evoke a feeling of movement and stillness The picture gives a strong sense of peace Slide 4.11 This last slide shows both pictures together. Participants are asked to mark each against defined criteria (Handout 4). Here the photographers present their work for assessment against set criteria whilst the participants have to give feedback that aligns to this. It highlights that students/trainees/tutors/trainers/supervisors all need to know what the assessment criteria is. Feedback must be objective and if each photograph meets the criteria marking should be the same and not affected by personal preferences. This should be kept in mind when we give formative/summative feedback.