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A Teachable Moment: Getting Students to Provide Responsible Feedback

A Teachable Moment: Getting Students to Provide Responsible Feedback. Brenda M. Coppard, PhD, OTR/L, FAOTA Creighton University. Objectives. Articulate one way of preparing students to give responsible feedback on IDEA Student Ratings of Instruction.

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A Teachable Moment: Getting Students to Provide Responsible Feedback

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  1. A Teachable Moment: Getting Students to Provide Responsible Feedback Brenda M. Coppard, PhD, OTR/L, FAOTA Creighton University

  2. Objectives • Articulate one way of preparing students to give responsible feedback on IDEA Student Ratings of Instruction. • Generate addition ways to prepare students for responsible feedback.

  3. Context • Creighton University, Catholic & Jesuit school • School of Pharmacy and Health Professions: • Pharmacy, Physical Therapy & Occupational Therapy • Orientation during first week of classes, repeated with classes thereafter each Fall semester

  4. What is constructive & instructive feedback? • Information about performance • Aim to improve or enhance performance • Based on facts • Built on trust, honesty, genuine concern • Instructive: instructions on how to improve are incorporated into constructive feedback http://www.hr.unimelb.edu.au/pdf-giving-feedback/

  5. Hints to provide constructive feedback • Describe versus evaluate • “I experienced…, I noticed…, I observed…” • State observations versus interpretations • Be direct • Get to the point; use a straightforward manner • Give feedback to the person; avoid giving feedback via technology messengers http://www.hr.unimelb.edu.au/pdf-giving-feedback http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html

  6. Hints to provide constructive feedback • Specific versus general • “I perceived you were not listening when you did not give me eye contact as I was voicing my concerns about the assignment and I felt forced to accept your arguments.” • Focuses on facts versus the person • “You talked more than anyone else in the group” versus, “Joe was a loud mouth.” • Directed at an issue or behavior that can be corrected • “The teacher’s accent is annoying.” http://www.hr.unimelb.edu.au/pdf-giving-feedback http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html

  7. Hints to provide constructive feedback • Feedback involves suggestions for improvement • “Allowing time in class to work on our group projects may have eliminated some of the frustration in coordinating busy schedules to meet outside of class time.” • It is well thought out; don’t “shoot from the hip” • Motivations? Retaliation or wish to improve course for the next offering http://www.hr.unimelb.edu.au/pdf-giving-feedback/ http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html

  8. Unconstructive/Destructive • “I learned NOTHING.” • “I didn’t feel like I learned a lot during this class.” • “The teacher made a few people upset with her ideas.” • “You didn’t think the assignments through. They don’t meet our learning needs.” • “The course was bad. It was not what I expected.” • “You were late to class sometimes. It’s inconsiderate of you to show up after class time has started.”

  9. Constructive/Instructive • “The course website was organized well. I thought the weekly reminders on the website helped me meet the deadlines for assignments.” • “It was difficult to read more than 10 pages or so---reading 40 pages or more were tedious and time consuming, which interfered with my studying.” • “Hands on experiences & practicums helped me apply what I was learning.”

  10. End of Course Student Ratings • Must complete the IDEA Student Ratings of Instruction to receive final grade report • Completed on-line; classes are given 30 minutes of compensation time per course to complete the IDEA • Reflect back on semester using your syllabus to remind you of the class sequence, assignments, activities and assessments • Avoid completing IDEA if you are overly emotional

  11. What happens with data from the IDEA Student Ratings of Instruction? • Results about course are routed to the OT Program Assessment Committee to forward any recommendations to appropriate committees/individuals • Chair receives a copy of all faculty member’s ratings; one data point used to judge a faculty member’s merit performance in teaching • Used to help develop faculty member’s teaching knowledge and skills • Your feedback back matters! • Overtime, copies are included in a faculty member’s dossier to be considered for tenure & promotion

  12. When will you have chances to give constructive/instructive feedback as a student & a future practitioner?

  13. References http://www.hr.unimelb.edu.au/pdf-giving-feedback http://ces.edgateway.net/cs/resources/view/ces_res/26 http://www.hr.unimelb.edu.au/pdf-giving-feedback/ http://www.dummies.com/WileyCDA/DummiesArticle/id-622.html

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