providing appropriate & targeted feedback to todays college student perry c. francis, ed.d.,...

Providing Appropriate & Targeted Feedback to Today’s College Student Perry C. Francis, Ed.D., LPC, NCC, ACSProfessor of CounselingCoordinator of Counseling ClinicCollege of Education Clinical SuiteEastern Michigan University

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Perry C. Francis, Ed.D.

Your Presenter

2Perry C. Francis, Ed.D.

Our Goals for the Next 90 Minutes

• Identify the characteristics of effective feedback.

• How to effectively give negative feedback without building resistance from students.

• How to structure feedback so students remember the information.

• How to use the principles of motivational interviewing in your feedback to encourage student learning.

• Creating targeted feedback that builds self-confidence and promotes greater cooperation in the classroom or workplace.


What Does This Look Like:Identifying the characteristics of effective feedback.

Looks really do matter…

Perry C. Francis, Ed.D. 4

What is Purpose of Feedback

•Promote learning▫Offering new information to replace outdated or

incorrect information.

•Promote Behavior Change▫To reinforce what is done well by a student.▫Help student change unproductive behavior.

•Promote Trust ▫To offer information in respectful fashion that

promotes the value of the person and reinforces learning.


What is Purpose of Feedback

•Feedback is about ▫Providing the student insight about the

information, skills, & behaviors desired in the organization (college or university) to accomplish the mission (learning the material and/or changing behavior) to achieve the goals (graduation) and find employment.

▫Creating an environment where the student feels safe to ask for help and information.

▫Creating a respectful learning environment.


Two Basic Forms of Feedback


Examples…

•Formative Feedback

▫Enrique, let me give you some ideas on how to improve your paper… Two specific examples where it can be improved Four specific examples where Enrique was doing well

•Summative Feedback

▫Enrique, your earned a B- on your paper. Let me point out specifically the two areas that lowered your grade and several areas that you did well on…


When Feedback Goes Wrong

•Creates defensiveness in students

•Impacts classroom climate

•Inhibits learning

•Poor course/instructor evaluations


Effective Feedback

•Effective feedback is specific, not general.

•Effective feedback always focuses on a specific behavior or actions, not on a person or their intentions.

•The best feedback is sincerely and honestly provided to help.

▫People will know if they are receiving it for any other reason.


Effective Feedback

•Successful feedback describes actions or behaviors that is under the control of the individual.

•Feedback that is requested is more powerful.

▫Build in permission to provide feedback, even if permission is not necessary.

▫Say, “I'd like to give you some feedback about the presentation, is that okay with you?”


Effective Feedback

•Effective feedback involves the sharing of information and observations.

▫It does not include advice unless you have permission or advice is requested.

•Effective feedback is well timed.

▫Whether the feedback is positive or negative, provide the information as closely tied to the event as possible.


Effective Feedback

•Effective feedback involves what or how something was done, not why.

▫Asking “why” is asking people about their motivation and that provokes defensiveness.

•Check to make sure the other person understood what you communicated

▫Use a feedback loop, such as asking a question or observing changed behavior.


Examples…

• Ineffective Feedback

▫Mr. Smith, you are talking over everyone else during class discussion…why are you doing that… you know the class discussion rules.

• Effective Feedback

▫Mr. Smith, I have noticed that when you participate in class discussion, you are talking over everyone else. It would be helpful to the whole class if you waited until others have stopped speaking. Additionally, what you have to say is very good…on target, and matches the class readings.


Effective Feedback

•Effective feedback is as consistent as possible.

▫If the actions are great today, they’re great tomorrow.

▫If the classroom behavior merits discipline, it should always merit discipline.

•Effective feedback is offered privately.

▫Never single anyone out for embarrassment


Without Looking…

•What do you think are the top 10 ways kids say their parents embarrass them…?


Remember the Last Time….

Top 10 ways kids say their parents embarrass them.

1.Public kissing2.Treating them like a child 3.Telling them off in public4.Spit wash (cleaning their face with your saliva)5.Holding their hands6.Dancing at a party7.Using pet names for them in public8.Telling bad jokes9.Wearing uncool clothes10.Public singing


Being publically reprimanded in public brings back all those negative memories.

Structuring Feedback:How to structure feedback so students remember the information. & How to effectively give negative feedback without building resistance from students.

The Order Really Does Matter…

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Structuring Feedback

When people are given both positive and negative feedback, what do they remember?

A. Both the Positive & Negative EquallyB. Mostly the Negative feedbackC. Mostly the Positive feedbackD. My students generally don’t listen when I speak!

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•Remember, even if you offer equal amounts of positive and negative feedback to a student, it will still feel negative over all.

▫Concept of “hedonic asymmetry” Brain is optimized to identify and respond to bad

experiences first and seek to resolve them (survival). Good news can wait once threat is averted.

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•The 90/10 rule…

▫People generally focus on the 10% of their lives that are going wrong and overlook the 90% of their lives that are going normal or well.

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The Feedback Sandwich

• Many have been taught to sandwich negative criticism between positive remarks.

Problems with the Feedback Sandwich:

1.The criticism blasts the first positive comments out of the receiver’s brain.

2.The receiver then thinks hard about the criticism which drives it into memory.

3.The receiver is now on guard for more criticism and cannot hear the positive comments that end the cycle.

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A Better Structure for Feedback

•Briefly present a few negative remarks followed by a long list of positive remarks.

▫This can be hard…coming up with positives can take work

▫Provide as much detail as you can Reason: Positive feedback is harder to remember.

People generally scrutinize & remember criticism and gloss over positive remarks.

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Order a Different Sandwich…

•Go from this…

“You have a great writing and presentation style…at the same time, I can really see some areas for improvement.

Suggestion # 1Suggestion # 2

I also think the content of what you presented is good.”


Order a Different Sandwich…


Structuring Negative Feedback

•When giving negative feedback

▫Be clear!!

▫Focus on things that can be changed or controlled by the receiver.

▫Present a clear and constructive way to change the behavior or acquire new knowledge.

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Presenting Positive Feedback

•Generally when people are receiving positive praise & feedback…

▫Heart rate slows▫Blood pressure lowers▫Adrenaline levels decrease▫Muscles relax

▫It also becomes less memorable.

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Presenting Positive Feedback

•To make positive feedback more memorable:

1. Give positive feedback that is unexpected.

2. Give feedback that creates positive, esteem boosting nicknames.

3. Give feedback that rhymes or has prose (supports memory).

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A Different Tool for Giving Feedback: How to use the principles of motivational interviewing in your feedback to encourage student learning

The Use of Motivational Interviewing

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Motivational Interviewing & Feedback

•Counseling technique used to help people identify personal reasons for undertaking the hard work of behavior change.

•Based on the stages of changes model of behavior change (Prochaska & DiClemente, 1982).

Pre-comtemplation, Contemplation, Preparation, Action, & Maintenance

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What is MI for Feedback

•A client-centered, semi-directive method of engaging intrinsic motivation to change behavior by developing discrepancy and exploring and resolving ambivalence within the client.

•The core approach to MI is focused on the “helper” being in a stance of trying to connect and find the right stance or approach for each given situation.

•MI discusses three key stances which can be used. These are….

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What We Can Learn From MI

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Overview of Motivational Interviewing

Express Empathy

Develop Discrepancy

Avoid Argumentation

Roll with Resistance

Support Self-Efficacy

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Express Empathy

•Communications that imply a superior/inferior relationship are avoided.

•The student’s freedom of choice and self-direction are respected.

•While the instructor is in a position of power, encouraging change happens through listening rather than talking.

•Attitude change attempts are gentle, subtle, always with the assumption that change is up to the student.

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Develop Discrepancy

•Change occurs when students perceives a discrepancy between where they are and where they want to be.

▫In certain cases such as the “pre-contemplators” (in Prochaska’s and DiClemente's stages of change model) it may be necessary first to develop such discrepancy by raising the student’s awareness of the adverse personal consequences of their negative behavior choices.

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Roll With Resistance

•Do not meet resistance head-on, but rather “roll with” the momentum – with a goal of shifting the students perceptions in the process.

▫New ways of thinking about problems are invited but not imposed.

▫Ambivalence is viewed as normal, not resistant, and is explored openly. Solutions are usually evoked from the student rather than provided by the instructor.

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Support Self-Efficacy

•According to Bandura, self-efficacy is the belief that one can perform a particular behavior or accomplish a particular task.

•In this case, the students must be persuaded that it is possible to take charge of their learning and/or change their own behavior, reduce their overall problems, and improve their learning.

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Using the Feedback Cycle:Creating targeted feedback that builds self-confidence and promotes greater cooperation in the classroom or workplace.

Offer Feedback early and often…


The Feedback Cycle

• The feedback cycle emphasizes the importance of students’ understanding and engaging with both the evaluation criteria and feedback in an ongoing way to enhance learning.

• You start this process from the very beginning of your class. ▫ Discuss your syllabus and lead a discussion on course

requirements, classroom expectations, and appropriate behavior.

• It is applied to all the opportunities you have to focus your students’ attention on what you are hoping they will learn and how they are performing throughout the class.


Using a Feedback Cycle to Promote Learning & Engagement


1) Explicit Criteria & Standards

2)Active Engagement w/

Criteria & Standards

Active Engagement w/ Feedback

3a) Self-Assessment

3b) Educator & Peer Feedback

Price & O’Donovan (2006)

Explicit Criteria & Standards


Active Engagement w/ Criteria & Standards


Self, Educator, & Peer Feedback

•Periodically ask students to assess their own learning.

▫Give them opportunity to ask for feedback. Invited feedback is generally more welcomed.

•Educator creates specific feedback based on criteria already laid out in the syllabus.

▫Targeted to expectations for learning and behavior.


Active Engagement w/ Feedback


Case Example

•Charlie, a student in your class, has been periodically late on several occasions and talks over other students during class discussions. His written work and exam scores have been excellent.

•You are at the midpoint in the semester and, as part of the syllabus, you have a planned midterm feedback/evaluation built into the course.

•How are your going to structure feedback to Charlie?


The Not So Good Sandwich…


The New Improved Sandwich…


To Review

•Review the criteria used for the feedback.

•Engage the student in his/her own self-evaluation.

•Offer your feedback…▫Structure with a few negative and several specific

positive.

•Check for Understanding.


To Review


Questions


References

Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: Association for Supervision & Curriculum Development.

Chickering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education.

Motivating Behavior Change. (2011, February). Harvard Mental Health Newsletter 27(8). Boston: Harvard Health Publications.

Nass, C. & Yen, C. (2010). The man who lied to his laptop: What machines teach us about human relationships. New York: Current.

Price, M., & O'Donovan, B. (2006). Improving performance through enhancing student understanding criteria and feedback. In C. Bryan & K. Clegg (Eds.), Innovative Assessment in Higher Education (pp. 100-109). London: Routledge, p.107.

Prochaska, J. O., & DiClemente, C. (1982). Transtheoretical therapy: toward a more integrative model of change. Psychotherapy: Theory, Research And Practice, 19(3), 276-289.

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providing appropriate & targeted feedback to todays college student perry c. francis, ed.d.,...

Documents

purpose of feedback

negative feedback

summative feedback enrique

student learning

presenter perry

matter perry

todays college student

appropriate targeted