“Effective feedback works magic!”

Faculty Development Workshop Purpose and Focus

1. To develop the expertise (knowledge, skills, and dispositions) needed to create and administer highly effective feedback to students
2. To create and develop a wealth of verbal and non-verbal feedback strategies that enhance student learning

Overview

Feedback is likely the most powerful tool to improve student learning, motivation, and confidence to succeed. The type, quality, quantity, and timeliness of feedback, from instructors and classmates, create a major impact on students’ thoughts, words, and actions and, thus, their level of achievement. Creating and implementing effective feedback is a learned skill.

This  faculty development workshop includes
40 Strategies for Professor-to-Student Feedback
(Complimentary Best Practice Card
for the first 25 workshop participants)

Top 25 Learning Objectives

By successfully completing this workshop, participants should be able to demonstrate their expertise to create and implement highly effective feedback. This will be evident as participants:

1. Discuss how timeliness, accuracy, and specific feedback serve as a learning tool.
2. Discuss the importance of feedback being instructional, constructive and supportive.
3. Compare and contrast overt praise with constructive feedback.
4. Convert derogatory, discouraging comments into positive, encouraging comments.
5. Compare and contrast the impact of immediate with delayed feedback.
6. Create a professional toolbox of constructive feedback phrases, beyond “Very Good,” that create a winning formula for student success.
7. Predict the impact of specific feedback terminology.
8. Discuss the effectiveness of non-verbal feedback.
9. Change assessment situations into learning situations.
10. Compare and contrast evaluative or judgmental feedback with descriptive feedback.
11. Generate phrases to replace judgmental comments such as, “This is poorly written,” with “Correct spelling and punctuation would enhance this work.”
12. Discuss the impact negative feedback has on the learning process.
13. Explore the value of prefacing verbal feedback with the student’s name.
14. Discuss the pros and cons of permitting students to resubmit revised work.
15. Explore tactful ways to suggest that students attend the institution’s help centers.
16. Explore the impact pre-assignment checklists, rating scales, and scoring rubrics have on achievement.
17. Generate strategies that align learning objectives with feedback.
18. Propose ways to depersonalize feedback by commenting on the student’s work, not the student.
19. Debate the pros and cons of providing feedback to the class rather than to individual students.
20. Create ways to prioritize and target feedback to essential points.
21. Create guidelines and rubrics for student-to-student feedback (peer review).
22. Recommend opportunities for peer review.
23. Formulate guidelines for students to conduct self-evaluations.
24. Create a policy for students to demonstrate how they incorporated feedback into their subsequent work.
25. Discuss how being a role model and reflective practitioner regarding feedback impacts the teaching-learning process.

This faculty development workshop is available to serve as
Professional Development Hours.

Each participant, who successfully completes this
faculty development workshop,
will be awarded a “Certificate of Completion”.

Click to Contact Dr. Nesnick
or
E-mail:  Victoria@VictoriaNesnick.com
or
Phone:  (631) 889-2178