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1. Enter the name of all group members as the subject of the post.

2. Share the following:

-I like… What do you like about the idea?

-I wish… What do you think can be changed or improved?

-What if … What new ideas do you have?

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Let's set the tone of this session right! Answer the following 2 questions as truthfully as you can, and try to identify some of the emotions and challenges your students may have faced in the process!

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Let's set the tone of this session right! Answer the following 2 questions as truthfully as you can, and try to identify some of the emotions and challenges your students may have faced in the process!

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1.What do your students feel about giving feedback?

2.What do your students feel about receiving feedback?

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Group 3 - Sin Yee, Joanne, Ronald and Gayathri  

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Group 3 - Sin Yee, Joanne, Ronald and Gayathri  

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I like - Revolutionary, as students have thought about the impact of their product. Used SCAMPER as a frame to think through their ideas. Students collected data and defined their problem rationale well.

I wish - think of more ideas and revise their goals so that they can achieve (might need to revise their specifications, not so unique as they think it is. Need to do more product analysis).

What if - you can modify an existing idea close to your idea, or consider using different types of materials close to their original ideas. Could the design be made more compact?

Not just one material / design.

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Students feel that giving feedback is hard because students may not know if their feedback is helpful.

Student's receiving feedback may feel confused or lost if they do not know how to follow up on the feedback.

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Giving feedback - students may lack the vocabulary to give meaningful feedback for others. Students may not know what to give feedback on or how to structure and give feedback.

Receiving feedback - students may not always have the knowledge on what they need to do with the feedback and /or how to close learning gaps.

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Students are usually quick to criticise their peer's work

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1. Some students may not know how to give feedback. Some may be very eager to share their ideas.

2. Some students may be feel disheartened when they receive feedback. Some students may feel neutral about feedback.

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*not used to giving feedback, we can create more opportunities for students to interact and providing each ivp project teams feedback.

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Some groups can be too defensive about their ideas and not acknowledge the AFIs. They will try ways and means to justify their ideas.

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Students have appeared receptive to feedback given during IvP. They nod their heads, ask a few clarifying questions. However, during subsequent sessions, I realised they did not take the feedback seriously as they did little to act on it. The challenge is to check on their understanding and how they assess the feedback given i.e. do they know what's the next follow-up action?

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1) Giving feedback

Students may not know what feedback to give /how to give feedback.

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From my experience, my students are generally receptive to our feedback, but they may still tend to stick to their original idea/approach/thinking. For whatever reason, maybe they are not thinking long-term?

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1. Students may be shy or do not know how to give feedback to their peers.

2. Students maybe discouraged or do not understand what to do next after receiving feedback.

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1. Awkward at first. They are not used to giving formal and constructive feedback. But once they get used to it, they are excited to help each other improve their ideas.

2. Not always the best feeling. Receiving feedback means that there are still areas for improvement and much more work to be done.

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1) some given feedback dwells on being encouraging and not targeted at areas for improvement

2) some students are too fixated on their idea to want to receive / work on given feedback

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1) Students not sure of what is good feedback for the purposes of IvP (even as Mentors we struggle)

2) Many things - e.g. some don't feel motivated to act, some don't have time to act, some don't get it. etc. etc. etc.

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Receiving feedback

Upset to receive feedback as students perceive feedback as something negative. May get defensive when feedback is given.

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1. Sometimes, students are not able to give constructive feedback. They can identify the wrongs but usually not able to give feedback to rectify or improve.

2. Students are willing to receive feedback but sometimes not knowing what to do or how to work on the feedback given.

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1. Students in general don'thave the confidence/unsure if they can give appropriate feedback to others due to lack of experience, content knowledge etc. 

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1. Students in general don'thave the confidence/unsure if they can give appropriate feedback to others due to lack of experience, content knowledge etc. 

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2. Most students in general are receptive about receiving feedback and will clarify how this would help them to progress then accept and work on it.

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1. lost, unsure, would their feedback be even useful

2. explain to defend, not to improve. feedback can be viewed as a pain since they might not know how to follow up.

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1) Some students may not know exactly what they should feedback about. Some are also unaware of the areas that may be lacking.

2) Receiving feedback - some are uncertain what to do next with the feedback given.

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It will be useful to let the pupils know in advance what to focus on.

And it is always good to remind pupils to be contructive with their feedback

With these 2 handles, they will be more kind

with their words and receptive to the advice.

For receiving feedback, we need to remind them to be open minded to accept the feedback. The kids are usually more receptive to the pointers provided

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1. Most are okay in giving feedback to one another group’s presentation when we have feedback giving session.

2. While they do look forward to receiving feedback, some might get a little down/defensive if the feedback is not in their favour.

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I like the students were receptive in receiving feedback.

Pros: Compact, relevant to the modern day concerns of climate change, wanting to be "Green"!

I wish the students could have collected more data samples and included information of the sample size for the poll (pie chart).

What if the students did more research on the existing products in the market before finalising their prototype? Unless they can value-add to the existing products in the market (e.g. serving a totally different function, instead of just storing food, what else can it be used for?)

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I like that a poll has been conducted to determine whether the target audience likes the idea.

I wish that it can be sealable to prevent leakage.

What if it can be combined with another item with another function (there's already an existing product on the market with the same function)?

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I like that your group made considerations with the end-use in mind (convenient, lightweight, foldable, waterproof).

I wish that your group shared more questions in your survey. Possibly to also share with us the number of respondents and the demographics.

What if your lunch boxes were stackable? What if your lunch boxes have a self-cleaning function. What if cutleries were infused in your lunch box? What if your lunch boxes were spill free?

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What I like:

The lunchbox is light.

It is collapsible.

Versatile in usage

Reusable and longer life span

What I wish:

Besides changing the height. Hopefully can also change the width

What if:

2 small lunch boxes can be combined into a bigger box

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I like that

it saves space

Inspired by pop socket

Survey was conducted to get feedback

I wish

survey questions could be better

What if

More research was done on existing products

There were more details on Mentoring process

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(a) They don't have the knowledge or expertise to know how to take and use the feedback given constructively to improve their work.

Teacher's expertise also matters. What if the teacher is also not experienced in the subject / content area that they are interested in?

(b) More concrete ideas and suggestions that they can act upon? Maybe get another group, which has acted constructively on the feedback given, to share their variations and how they have used the feedback to 'upgrade' their products?

(c) Perhaps get another group to come in and 'upgrade' each others' prototypes? Provide alter perspectives?

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(a) They are emotionally not ready to receive the feedback. They do not know how to process the feedback. We need to teach them how to process the feedback.

The feedback is overwhelming, they do not know where to start. They may not be matured enough to receive feedback, help them think of the positives of the feedback and how to make it better (do context setting with them) - growth mindset.

(b)It might help if we guide them.

(1) narrow down to 3 feedback to consider and change their design accordingly.

(2) give them scaffolds on how to work with 1 or 2 feedback.

(3) help them to filter useful feedback (emotional feedback vs objective feedback)

(c) as this is the first time they are doing design thinking

(1) help them to understand that design thinking is iterative in nature and changes are expected

(2) help them to understand that feedback is important to improve the outcomes of a design

(3) the best designs are normally reworked to incorporate useful feedback that are objective

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Group 2 - Emily, Peijuan, Jaslyn, Sin Yee

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Group 2 - Emily, Peijuan, Jaslyn, Sin Yee

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(a) They might like their designs or are attached to their designs.

They might not know what they are supposed to work on or how to improve their prototype.

They may not have the necessary skills or knowledge to improve on their idea.

(c) Teachers may want to provide more support by giving them some guidelines. Direct them back to the intended user(s) of the product to help them empathise with the users' needs. Break down the feedback into workable parts for the students and go through each part one by one.

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Sze Fong, Justin Yap, Wai Fung and Ai Kiam

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Sze Fong, Justin Yap, Wai Fung and Ai Kiam

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2(a) Feedback given may be too general for students for them to act on or understand. Scaffold using questions to guide them to understand the feedback and sometimes break down for them. This applies to primary school students in general.

In general, secondary schools students are able to understand the feedback.

b & c) Teacher may allow students to use AI to give prompts to students to guide them. Giving the correct prompts to students is important. The proper use of AI and the ethics of AI need to be explained to students before the usage of AI in projects.

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(a) Could it be that they are strongly attached to their prototype hence the feedback could be viewed as negative, rather being constructive? They might not know how to move forward.

(b) Any chance to clarify?

More specific feedback and suggestions to move their project forward might be needed. How timely is the feedback?

(c) Break the feedback into bite-size so they can complete the improvement step by step, rather than receiving a list of to do in the feedback form causing them not to know where to start. We could also be more sensitive to their feelings and readiness to accept/ understand the feedback.

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(a) Teacher has only given them what is not good and knowing what is wrong only the group might not be able to move ahead. No time? Test and CCA. Some may go the easy way, not wanting to go the extra mile. Overwhelmed by feedback?

(b)What was the feedback given? Maybe suggestion to different areas to improve to be given as well. Constructive feedback? Be more specific? Certain parts or areas? Students do not not get the buy in.

(c) Meeting with the boys regular and state clearly the work to be done at home before the next meeting. Do get those overwhelmed groups to sift out the information and feedback and state clearly the area to be improve and work upon.

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(a)

Some students are not very invested in IvP. They only work on it during the IvP sessions. They do not spend more time out of curriculum to work on their projects.

Students find it too difficult to work on the improvements. (Usually they are very resistant to make changes)

Procrastination (?)

Students may feel disheartened after receiving feedback.

Students may feel lost as they do not know which feedback to work on first.

Group dynamics (In groups of 2 or 3 or 4?)

(b) & (c)

Set expectations from the beginning of IvP. Students to be expected to go back to the drawing board even when it is close to the submission date.

Help scaffold and set steps or small goals for them to work on.

Drop a note to parents

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1. Enter the name of all group members as the subject of the post

2. Discuss the following:

(a) Why do you think the group hasn't incorporated much of the feedback into their new design?

(b) What would you do to prevent this from happening?

(c) Or, if this is happening what would you do to fix it?

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After completing the design prototype, the group was very excited to receive the feedback from their teachers and peers. To their disappointment, the feedback received was not as positive as they had expected. Three weeks later, the design looks the same as before. It seems that not much improvements had been made.