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FEEDBACK ENCOUNTER: Feed up, feed back, and feed forward  (Hattie & Timperley 2007, p.86)

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FEEDBACK ENCOUNTER: Feed up, feed back, and feed forward  (Hattie & Timperley 2007, p.86)

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“Effective feedback must answer three major questions. Where am I going? (What are the goals), How am I going? (What progress is being made toward the goal?), and Where to next? (What activities need to be undertaken to make better progress?) These questions correspond to notions of feed up, feed back, and feed forward  (Hattie & Timperley 2007, p.86)

1. Student’s self-assessment = “What is your opinion on your performance over this term?
2. Teacher's self-assessment
3. Action = “Where am I going next?”

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Key events -  Feedback to level 7 students”

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Key events -  Feedback to level 7 students”

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EVENT: Feedback spring term to students. Today we had an opportunity to speak to level 7 students who are about to approach the end of the Spring term which represents for them their last opportunity to receive verbal feedback from tutors before graduating. A few students were not satisfied about the grades and feedback provided and wanted additional clarification from us to justify the mark provided.
REFLECTION:
- action: This experience was useful for me as for the first time I had to deal with students who were disagreeing with me
- emotion:  I have decided to talk about this particular event because I felt quite unprepared to deal with the emotional components of students crying given the mark provided which according to them did not reflect their actual potential.
OUTCOME:
ACTION PLAN:

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10/16 High C

Comment 1st Marker:

A good introduction showing self-awareness as you recognise that your current approach is largely teacher centric, but also shows curiosity about other options. You showed some good ideas as you examined knowledge and power however you need to be more concise to leave more “words” to explore the depth of your ideas. Try to support your statements with clear examples eg regarding self-esteem/ reliance in clinic – what is the outcome of this?

Overall, a good first assignment but a little generalised and needing a little more critical analysis. You may also find using a few headings helps guide your thoughts and provide more structure.

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Critical Analysis of Teaching Perspective Inventory (TPI)

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Critical Analysis of Teaching Perspective Inventory (TPI)

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2151033 Assignment 1 - Critical Anaylsis of Teaching Perspective Inventory

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A way of thinking in a critical and analytical way about your own work in progress. It shows how different aspects of your work interconnect

It is:
- where your inspiration comes from
- how you make use of your ideas to develop your work
- your awareness of the cultural context (setting) in which you work

It can include:
- research notes
- personal comments on your own work
- notes/images from gallery visits
- quotes
- extracts from lectures, tutorials, books, journals
- photo/sketches

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Areas of good practice: knowledgeable, patient, helpful, easy to approach and to ask questions, help me to increase my confidence, really made sure everyone was doing ok mentally and physically, and did not make anyone feel stupid for not knowing things, demonstrating techniques

Areas for improvements: keep doing what you are doing, thank you for the support, hope we will work together again

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20TH March 2022 - CONTACT 1 "Conceptions and Models of Teaching & Learning"

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20TH March 2022 - CONTACT 1 "Conceptions and Models of Teaching & Learning"

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FOOD FOR THOUGHT:
- “Students are not the best people to judge your work“

-  "Knowledge is built only through experience or participation. There is no place for knowledge build by telling" by Kolb, Dewey

-  "Context is the most importance aspect of learning “andragogy”

-  "Knowledge is nothing if it does not have a reason for knowing it. We tend to value our knowledge first. The concept behind knowledge is more important “cognitive learning theory”

-  Unconsciously incompetent vs. Consciously incompetent

-  Unconsciously competent vs. Consciously competent

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30th April 2022 – CONTACT 2 "Tools for teaching & learning"

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30th April 2022 – CONTACT 2 "Tools for teaching & learning"

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FOOD FOR THOUGHT:
- Vygostky, use of metaphors, find the zone of proximal development/significant other

- Is the delivery of the stuff really important as we think? Do we want students to learn everything during the class, or do we want students to learn when they leave the classroom?

- Much learning is unintended and must be accessed by the learner - what is the role of the teacher?

- Critical reflection = Looking at the literature around a topic

- Emotion is the biggest barrier to effective reflection

- Effective reflection requires to tease apart action and emotion. “This happened, I felt that”

- A transformative experience is when the teacher made you feel valued

- By being self-aware you matter less and the students matter more

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14th May 2022 – CONTACT 3 "Assessment & Feedback"

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14th May 2022 – CONTACT 3 "Assessment & Feedback"

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FOOD FOR THOUGHT:
- Assessment OF (how much has the student learnt) vs. FOR learning (to drive learning in a positive way)