Hello all,
I covered giving and receiving feedback in a recent blog post. Here is an excerpt:
Courageous conversations
Once students receive their peer assessment feedback, dedicate a portion of the next class for teams to meet and formally discuss the feedback that was received. If this
was the formative peer assessment conducted halfway through the project, the team can discuss ways to improve during the final stages of their group assignment. The process is comparable to a sprint retrospective that comes after a scrum sprint in agile development.
The sprint retrospective is a recurring meeting held at the end of a sprint used to discuss what went well during the previous sprint cycle and what can be improved for
the next sprint. The Agile sprint retrospective is an essential part of the Scrum framework for developing, delivering, and managing complex projects (What
is a sprint retrospective?).
One of the activities that we do in our formative retrospective is formal feedback. In this activity, one group member leaves the room. The remaining team members provide
formal feedback that will be read out to the student when they rejoin the group. Of course, there is a formal methodology that we use to structure our feedback that is taught to the students beforehand. The methodology is based on the BET (behaviour, effect,
thanks) and BEAR (behaviour, effect, alternative, result) models of giving feedback. I illustrate this methodology in a presentation given at the Talking Teaching symposium in 2019 (view
video).
Teaching students the art of giving and receiving feedback is an excellent way to help students develop these soft skills. Unfortunately, giving and receiving peer feedback
is not a skill that comes naturally to most people. With practice, students will perform better in group projects and hone their work-ready soft skills.
Students don’t naturally learn to become effective team members by simply participating in group assignments. Just like acquiring other skills and knowledge, work-ready
soft skills must be taught by the teacher and practiced by the student until mastery of those skills has been attained. Peer assessment and feedback are crucial to the process as this is often the only formal guidance that students will receive about how they
are progressing.
You can read the full blogpost here -
https://www.peerassesspro.com/develop-employability-skills/
Best regards,
Patrick
From:
Team-Based Learning <[log in to unmask]> on behalf of Brett, Teresa Graham - (tbrett) <[log in to unmask]>
Date: Friday, October 8, 2021 at 3:50 AM
To: [log in to unmask] <[log in to unmask]>
Subject: Re: Giving/Receiving Feedback
Anna, I have drawn from Stone and Heen's book
Thanks for the Feedback, including their pieces on the gap map (intent vs impact), and how giving and receiving feedback sits at the intersection of two different human needs. I've used it in TBL but also adapted it for other workshops and in class topics
for our vetmed students.
|
|
Teresa Graham Brett, JD Assistant Professor of Veterinary Medicine Pronouns: she/her
(learn more about pronouns
here) We respectfully acknowledge the University of Arizona is on the land and territories of Indigenous peoples. Today, Arizona is home to 22 federally recognized tribes, with Tucson
being home to the O’odham and the Yaqui. Committed to diversity and inclusion, the University strives to build sustainable relationships with sovereign Native Nations and Indigenous communities through education offerings, partnerships, and community service. As a public land-grant university, the University of Arizona benefited from over 500 expropriated Indigenous land parcels granted to the insitution through the Morrill Act of
1862. (learn more here) |
From: Team-Based Learning <[log in to unmask]> on behalf of Anna Colgan <[log in to unmask]>
Sent: Thursday, October 7, 2021 12:59 AM
To: [log in to unmask] <[log in to unmask]>
Subject: [EXT]Giving/Receiving Feedback
External Email
Good morning everyone,
I was wondering if anyone has delivered a TBL session on giving/receiving feedback and, if so, would you mind sharing your resources?
Many thanks,
Anna
Anna Colgan MA(Ed) PGCE BA(Hons) FHEA
Programme Leader, Early Childhood Degrees
Abingdon & Witney College
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Twitter: @AnnaColganECS
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