This is very good information, and another excellent resource that you
might consider is Prof. Stuart Diamond's model used in his book, Getting
More. It has made all the difference in my classes.
Jeanne
Jeanne D. Maes, Ph.D., Professor
University Ombudsperson
Department of Management
Mitchell College of Business
5811 USA Drive South, Room 301
University of South Alabama
Mobile, AL 36688
Telephone: (251) 460-6737
Fax: (251) 460-7909
email: [log in to unmask] <[log in to unmask]>
On Mon, Feb 27, 2017 at 9:52 AM, Patrice Ludwig <[log in to unmask]>
wrote:
> Hello All,
> One of the most important aspects of feedback is receiving it. Each
> student may be interpreting the feedback that they are getting through very
> different lenses. Douglas Stone and Sheila Heen wrote “Thanks for the
> feedback”, an excellent discussion of the art of receiving feedback and
> what to do with it (https://www.amazon.com/Thanks-Feedback-Science-
> Receiving-Well/dp/0670014664). Sheila Heen has a very student accessible
> TED talk on the subject by way of introduction (https://www.youtube.com/
> watch?v=FQNbaKkYk_Q). If your class also has reflection/meteacognition
> assignments, a conversation starter may be to watch the TED talk and then
> write a response to it.
>
> Best of luck!!
>
>
> Best,
> Patrice
>
> Patrice Ludwig PhD
> Assistant Professor
> Department of Biology
> James Madison University
> [log in to unmask]
>
> On Feb 27, 2017, 10:41 AM -0500, McCormack, Wayne T <
> [log in to unmask]>, wrote:
>
> I’d like to echo what Herbert Coleman has said about focusing the
> discussion on behaviors, and more specifically behaviors that support or
> hinder learning.
>
>
>
> I discuss with students how to give good feedback. I summarize with the
> acronym HATS, which stands for honest, actionable, tactful, and specific.
>
> I try to make the following points about how to give good feedback:
>
> · The only appropriate motive for giving feedback is to help the
> other person do better
>
> · The other person should open to receiving feedback
>
> · Deal only with behavior that can be changed
>
> · Deal with specifics, not generalities
>
> · Describe the behavior; do not evaluate it
>
> · Let the other person know the impact the behavior has on you
>
> · Use an “I” statement to accept responsibility for your own
> perceptions and emotions (“when you did this or said that I felt this way”)
>
> · To ensure that recipient understood as intended, ask them to
> rephrase what they heard you say
>
> We also discuss how to receive feedback:
>
> · Seek out feedback, and accept it in the spirit in which it is
> hopefully given (i.e., a desire to help you)
>
> · Listen carefully
>
> · Listen actively
>
> · Listen empathetically
>
> · Notice how you are feeling when someone offers you feedback,
> and recognize feeling defensive if you hear something you are not expecting
> or do not want to hear
>
>
>
> When I do peer feedback, I have students focus there comments using the
> rubric “Start – Stop – Continue”. What should this teammate start doing to
> help our team learn better? What should this teammate stop doing, because
> it isn’t helping our team learn? What should this teammate continue doing,
> because it is really helping our team learn? The focus is on behaviors,
> and the quality of the feedback is more helpful.
>
>
>
> Wayne
>
>
>
> >>>>
>
>
>
> Wayne T. McCormack, Ph.D.
>
> Distinguished Teaching Scholar & Professor
>
> Dept. of Pathology, Immunology & Laboratory Medicine, University of
> Florida College of Medicine
>
> Director, Clinical & Translational Science Predoctoral Training Program,
> UF Clinical & Translational Science Institute
>
> Director, UF Health Office of Biomedical Research Career Development
>
> Room CG-72K, Communicore Building
>
> Office (352) 294-8334
>
> Fax (352) 392-3053
>
> E-mail [log in to unmask]
>
> Web http://mccormacklab.pathology.ufl.edu/
>
>
>
> Past-President, Team-Based Learning Collaborative (TBLC)
>
> http://www.teambasedlearning.org
>
>
>
> NOTE: This communication may contain information that is legally protected
> from unauthorized disclosure. If you are not the intended recipient, please
> note that any dissemination, distribution or copying of this communication
> is strictly prohibited. If you have received this message in error, you
> should notify the sender immediately by telephone or by return email and
> delete this message from your computer.
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of* Herbert Coleman
> *Sent:* Monday, February 27, 2017 8:50 AM
> *To:* [log in to unmask]
> *Subject:* Re: helping students address interpersonal conflict - question
>
>
>
> It's good to remember that one of the reasons for doing TBL is to teach
> people how to work together in teams. I would call Tina in and ask her.
> If this happens on a job, is she going to just storm out every time? I
> would also call in Romona and ask her how would she deal with harsh
> criticism at work? Then set them both down and try to mediate. Tina says,
> Ramona is "overberaring". I don't let my students get a way with
> personality descriptors. They have to put it in behavioral terms. What
> exactly does Romona do or say that makes Tina says that? Then with Tina, I
> would ask when that happens what do you do? What could you do
> differently? Ramona admitted that she can be directive. Ask Ramona to
> give a behavioral example of her directiveness. Then ask if there's a
> different way she could have approached it to achieve the same goal. The
> key factor here is that it wasn't Ramona's goal to run people off and ti
> wasn't Tina's goal to storm out. I would have them verify this. I would
> then try to focus back on team communications that focus on achieving the
> team goals.
>
>
>
> On Sun, Feb 26, 2017 at 11:24 PM, Jen Wrye <[log in to unmask]> wrote:
>
> Hi list,
>
>
>
> I’m still a newbie!, and, I’ve got my first interpersonal conflict. As
> background, I teach a course with only two groups: one has 5 members and
> the other has 4. During a class last week, “Tina” kind of stormed out of
> class abruptly at the break. Her teammates (and I) asked her if she was ok.
> She said she was annoyed and left upset. “Ramona” emailed *Tina* to check
> in. In that message *Ramona* admitted she can be direct in her approach,
> was humble and expressed hope they can get back on track.
>
>
>
> *Tina* responded:
>
>
>
> “My issue was with you. The reason why I said nothing is beacause at that
> moment I had nothing nice to say so it is best to reframe myself, thats the
> way I was taught. I also did not wish to express my thoughts when I was
> quite annoyed with your overbearing attitude, I find it quite trying at
> times and try to ignore it beause it is a part of your nature, but it was
> just to much to cope with on Tuesday.”
>
>
>
> *Romona* has shared this. She’s upset and feels that they’re at an
> impasse. *Ramona* is talking about not coming back and/or figuring out an
> alternative to the current team situation. Midterm feedback is due on
> Tuesday at the midterm. *Ramona* doesn’t want to exchange feedback with
> *Tina*.
>
>
>
> I’ve emailed *Tina* a generic, ‘how are you’ but haven’t heard back yet.
> I’m considering talking with *Ramona* who reached out, to help her to
> work through why *Tina’s* message upset her and to problem solve her
> response. *Tina’s* message was certainly direct, but also in line with
> what *Ramona* wrote about herself.
>
>
>
> I’m wondering if this is an advisable approach. I don’t want to meddle,
> but move them toward a resolution. I certainly don’t want to reconstitute
> all of the teams or reconfigure the course for a slighted student.
> Incidentally, both students are mature (early 40s and late 50s).
>
>
>
> Any thoughts or other ideas are appreciated. I’m already VERY grateful for
> this listserv.
>
>
>
> Thanks kindly,
>
>
>
> Jen
>
>
>
>
>
>
>
>
>
>
>
> Jen Wrye, PhD
>
> Instructor, Department of Humanities & Social Sciences
>
> North Island College
>
> 2300 Ryan Road
>
> Courtenay, BC V9N 8N6
>
> (250) 334-5030
>
> [log in to unmask]
>
>
>
>
>
> *I’m grateful to live in the traditional, unceded territories of the
> K’ómoks First Nation.*
>
>
>
>
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>
> --
>
>
> Herb Coleman, Ph.D
> Dir. Campus Technology Services
> Adjunct Professor of Psychology
> Austin Community College
> Service Center
>
> 9101 Tuscany Way
>
> Austin, TX 78754
> [log in to unmask]
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> I never imagined that home might be something I would miss.” ― Ransom
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