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Retention: YOU are the Key! Instructor Strategies for Retaining Students

This presentation from the eTROY Colloquium at Troy University focuses on the importance of effective feedback in retaining students. Led by Professor Ivan Merritt, Associate Dean of First-Year Studies, the session covers the definition and characteristics of effective feedback, along with practical techniques for educators. Feedback is described as an objective evaluation process that guides students towards improved performance. Attendees will learn how to provide meaningful insights that help students identify strengths and areas for improvement, ultimately fostering a better learning environment.

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Retention: YOU are the Key! Instructor Strategies for Retaining Students

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Presentation Transcript

  1. Retention: YOU are the Key!Instructor Strategies for Retaining Students Troy University eTROY Colloquium April 17-18, 2012

  2. Effective Feedback Professor Ivan Merritt Associate Dean, First-Year Studies Professor of Leadership Studies

  3. Effective Feedback • What is feedback? • Effective feedback characteristics • Two practical techniques to consider

  4. What is Feedback? ‘An objective description of a student’s performance intended to guide future performance …the process of helping students identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting.’ ‘Feedback is value neutral. It describes what you did and did not do.’ ‘Feedback shows where we are in relationship to the objectives and what we need to do to get there. It’s intent is to help students get better at learning.’ - Grant Wiggins - W. Fred Miser - Robyn R. Jackson

  5. What is Feedback? ‘An objective description of a student’s performance intended to guide future performance …the process of helping students identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting.’ ‘Feedback is value neutral. It describes what you did and did not do.’ ‘Feedback shows where we are in relationship to the objectives and what we need to do to get there. It’s intent is to help students get better at learning.’ - Grant Wiggins - W. Fred Miser - Robyn R. Jackson Performance

  6. What is Feedback? ‘An objective description of a student’s performance intended to guide future performance …the process of helping students identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting.’ ‘Feedback is value neutral. It describes what you did and did not do.’ ‘Feedback shows where we are in relationship to the objectives and what we need to do to get there. It’s intent is to help students get better at learning.’ - Grant Wiggins - W. Fred Miser - Robyn R. Jackson Performance Measurement of Performance

  7. What is Feedback? ‘An objective description of a student’s performance intended to guide future performance …the process of helping students identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting.’ ‘Feedback is value neutral. It describes what you did and did not do.’ ‘Feedback shows where we are in relationship to the objectives and what we need to do to get there. It’s intent is to help students get better at learning.’ - Grant Wiggins - W. Fred Miser - Robyn R. Jackson Performance Measurement of Performance A Teaching / Learning Tool

  8. 4 Characteristics of Feedback

  9. 4 Characteristics of Feedback • Based on actual observations of a performance

  10. 4 Characteristics of Feedback • Based on actual observations of a performance • Anchored to a set criteria

  11. 4 Characteristics of Feedback • Based on actual observations of a performance • Anchored to a set criteria • Right amount, right time, right format

  12. 4 Characteristics of Feedback • Based on actual observations of a performance • Anchored to a set criteria • Right amount, right time, right format • A combination of positive and negative factors

  13. 2 Techniques to Consider

  14. 2 Techniques to Consider • Telling, Showing, Doing, Checking

  15. 2 Techniques to Consider • Telling, Showing, Doing, Checking • Validate the evaluation with written feedback • Overall level of performance • General assessment of what was observed • Strengths • Shortfalls • Final Grade

  16. Remember… • Focus your feedback on performance • Be objective • Assess and apply the appropriate method

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