8.4 Giving and Receiving Meaningful Feedback

Feedback in the ISW

Figure 2: Triangle depicting constructive alignment between the four key elements of lesson basics. Learning objectives are highlighted as the focus of this unit.

In the ISW mini-lesson cycle, participants take turns teaching their 10 min mini-lesson to the rest of their group who will be learners. This transformative learning experience is centred around self-reflection and three distinct types of peer-feedback:

  • The mini-lesson itself is video-recorded.
  • The instructor engages in guided self-reflection
  • The learners provide written feedback to the instructor
  • The learners provide verbal feedback to the instructor
  • The facilitator acts as a process facilitator and guides self-reflection and verbal feedback

Giving and receiving feedback are skills that require training. In the ISW, we focus on both, feedback for growth and feedback for continuation. You will have ample opportunities to develop and refine your feedback skills throughout the ISW. Below, you will be introduced to one particular model of giving and receiving feedback that will prime you for continuing this learning in the ISW.

Giving feedback

"Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Hattie & Timperley, 2007

To maximize the positive impact on your development as instructor, we will agree on good feedback practices. Please read over the following suggestions for good feedback. Reflect on how important those are to you when giving feedback. Please take notes of your insights, we will use those on day 1 of your ISW.

  1. Create a respectful, friendly and non-threatening climate
  2. Elicit thoughts and feelings before giving feedback
  3. Focus on behavior and observed facts
  4. Be specific, both when pointing out strengths and areas of growth
  5. Prioritize and give the right amount of feedback, don't overwhelm
  6. Suggest ideas for improvement, action plans
  7. Base feedback on well-defined, negotiated goals
  8. Point out strengths, start with a strength, followed by a weakness, finished by a strength

The RISE model of feedback incorporates these suggestions and is well aligned with Bloom's taxonomy which we will learn about in our session on learning objectives. In preparation for your ISW, please review the resources below and apply the RISE model in the following discussion.