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Anne MacNab, Professional Development FacilitatorConfident Futures, Student and Academic Services
Edinburgh Napier University
Feedback for learningA new approach to awaken studentsto the value of feedback
A programme of high quality
personal development activities which
will encourage students to develop
the confidence, skills and attributes
to take control of their own
lives and learning,
and position themselves as
first choice with employers.
The Confident Futures initiative
2011 3% = 58%
2011 7% = 62%
2011 7% = 60%
Feedback on my work has been prompt2010 55%
I have received detailed comments on my work 2010 55%
Feedback on my work has helped me clarify things I did not understand2010 53%
• Sept 2010 – launch Edinburgh Napier’s 3 year “Feedback for Learning” campaign
“Making work for you”
“Surely this has beendone before . . . .
over and over again?”
Staff Response
Student Response
•Staff briefings in November 2011 resulted in 11 bookings for workshops integrated into academic modules across almost all Schools in the University in the first 8 weeks of term
•UG and PG, > 350 students
Q: How useful did you find this?
’very’ 67%Q: How much will this help you in your course? (1 low – 5 high)
79% rated ‘4’ or higher
• “Feedback . . . is the lifeblood of learning”Rowntree, D. (1982)
• K Cross (1996) suggests that learning without feedback is like practising archery in the dark
Explain in your own words whatyou think these authors are trying to say.
Small groupsWorkbook page 2
A lesson!At this point students
can relate to sometimes putting
more effort in for little improvement in
performance
“Making work for you”
Step 2: Improvement actions planned
Step 3: Feedback actioned
Step 4: Performance improved
Step 1: (Quality) feedback provided
Why should I care?
BARRIERto personal ownership
But it hurts !
Feedback acknowledged
Feedback understood
Workshop Outline
Part 1: Understand the role of self-awareness of abilityin learning- Consciousness Competence Model (Howell)
- role of Feedback in developing competence
Part 2: Build a self motivated and proactive attitude to feedback- Fixed and Growth Mindset (Dweck)
Part 3: Experience action planning from feedback- application to module feedback
“Making work for you”
Why should I care?
But it hurts!
Workshop Part 1: Understand the role of self-awareness of ability in learning
- Consciousness Competence Model- role of Feedback within it
Write down 1 thing you . . .
. . . did yesterday
e.g.• made breakfast
• answered emails
• went to gym
...find challenging to do at work
e.g.• presentations
• handling data
• managing meetings
Workbook page 5
Conscious
Unconscious
Consciousness Competence Matrix
Competence Incompetence
1 – Unconscious Incompetence the person is not aware of the existence or relevance of the skill area
OR
overestimates their ability level
2 - Conscious Incompetence the person becomes aware of the existence and relevance of the skill, and their relative low skill level in it
3 - Conscious Competence the person achieves 'conscious competence' in a skill when they can perform it reliably at will, but it still requires conscious thought
4 - Unconscious Competence the skill becomes so practised that it enters the unconscious parts of the brain - it becomes 'second nature'
Interpreting financial
dataDeliverin
g impactfu
l
presentations to
peers
Effort &Feedback
Effort & Feedback
Adapted from WS Howell, 1982
Workbook pages6, 7 & 8
Managing
meetings
Effort &
Feedback
A lesson!Students often
cannot describe what
‘competence’ is.
Developing an
argument
Used Mobile
Phone
Critical Thinking
Structuring a report
?
??
Now map your workplace challenges
(page 8)
Workshop Outline
Part 1: Understand the role of self-awareness of abilityin learning- Conscious Incompetence Model- role of Feedback in developing competence
Part 2: Build a self motivated and proactive attitude to feedback- Fixed and Growth Mindset (Dweck)
“Making work for you”
upsetresistanceignore inaction
Mindset makes a difference
Harness the power!
Workbookpages 10 - 14
Believe their basic qualities, like theirintelligence or talent, are simply fixed traits.They spend their time documenting their intelligenceor talents instead of developing them.
Believe their abilities can be developed through dedication and hard work - brains and talent are just the starting point.They spend their time seeking opportunitiesto develop and improve.
Fixed
Incremental
Entity
Growth
The 2 Mindsets
Dweck, C. S. (2006)
“the view you adopt of your ability to ...”
Have you come across these in
students?
A lesson!This applies whether the
student is ‘high’ or ‘low’ performing.
FEEDBACK
FIXED
CRITICISM
EFFORT
SETBACKS
CHALLENGES
SUCCESSof OTHERS
• Ignore (potentiallyuseful) feedback
• Intelligent people shouldn’t need to
• Evidence of poor capability.
• Avoid, in case of poorperformance or failure
• Threatened and demotivated by it
GROWTHGives up easily Perseveres
• Feedback is opportunity to learn and improve
• The way to success and achievement
• Necessary path to learning.
• Embrace, as opportunityto learn and improve
• Inspired by andlearns from them
Workbookpage 13
(low performing)
Oh dear – that’s very frustrating. I need to know where I went wrong
T
Gemma
Fergus
Assessment back – disappointing results
(low performing)
Oh no – I knew I was no good. I hope
no-one finds out. Doesn’t look like I’m
going to do well
Thoughts Actions . . . ?
• Put essay away quickly
• Avoid feedback / discussion
•Loses confidence
• Reads feedback
• Speaks to tutor
• Asks ‘talented’ friend!
(high performing)
The lecturer clearly doesn’t understand
what I’m trying to say and is deliberately
being negative
(high performing)
Oh dear – that’s very shocking. I need to quickly understand where I went wrong
What might Fergus and Gemma THINK and DO ?
Workbookpage 15
T
Growth
Fixed
%
% + FEEDBACK
Step 2: Improvement actions planned
Step 3: Feedback actioned
Step 4: Performance improved
Step 1: (Quality) feedback provided
Why should I care?
BARRIERto personal ownership
But it hurts !
Feedback acknowledged
Feedback understood
Workshop Outline
Part 1: Understand the role of self-awareness of abilityin learning- Conscious Incompetence Model- role of Feedback in developing competence
Part 2: Build a self motivated and proactive attitude to feedback- Fixed and Growth Mindset (Dweck)
Part 3: Experience action planning from feedback- application to module feedback exemplars
“Making work for you”
3. ‘Live’ feedback
2. Personal previous assessment
1. Exemplars
Three Routes to action planning
Give out feedback (NOT grades) to recent
assessment - with comments and / or feedback summary
Bring prior assessment- with comments and / or feedback summary
A happy surprise!Students form peer support groups on
similar topics
A lesson!Students often cannot express what a piece of
feedback means.
Workbookpage 17
Use poor / medium / high performing
examples of feedback or feedforward from
relevant topics
A lesson!Students sometimes struggle to identify an
actual action
Academic Skills
EFL Support
Module Ldr
PG Student comments 1 month(and 2 assessments) later . . . .
“I had always read through my
feedback carefully, but was
not competent in applying it to
future assignments. I feel that following
this session I am improving in this respect”
“[The session] . . raised my confidence
and understanding of the [learning]
journey of writing assignments”
“. . . I was enthusiastically surprised by
the positive approach to help us move on.
Yes - a good first result helped me . . .
but the perspective that I’m here to
learn (and take risks) . . .was liberating”
“[For Assignments 2 & 3] I ensuredparticular attention to areas thatwere highlighted in assignment 1.Realised it was a learning process”
"[In assessment 1] . . rather than focussolely on the grade I also looked
carefully at the areas thatrequired improvement, and thought
about how they could be worked on".
Anne MacNab, Personal Development FacilitatorConfident Futures, Student and Academic Services
Making Feedback Work for You- a new Confident Futures Workshop that awakens students to the value of feedback
Over to you . . . .
In your groups please generate 2 key reflections from the session and write them onto your flipchart:
1. Feedback / ideas for Anne and Edinburgh Napier University
2. Any useful implications for TLA here atSt Andrews University
Small groups
References
• Howell, W. S. (1982). The empathic communicator. University of Minnesota: Wadsworth Publishing Company.
• Mangels, J. A., Butterfield, B., Lamb, J., Good, C.D., & Dweck, C.S. (2006). Why do beliefs about intelligence influence learning success? A social-cognitive-neuroscience model. Social, Cognitive, and Affective Neuroscience, 1, 75-86
Further Reading
• Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House
Thank you for your time and attention
