Make It Work Giving Effective Feedback to Students

Make It Work: Giving Effective Feedback to Students Jonah Li, M. A. Ph. D. Student in Counseling Psychology Indiana University - Bloomington

Try to give a feedback to each other What’s your thought process? What was the intention behind? How did you give your feedback?

What is feedback? • “Feed” - “Back” • In communication studies, feedback is the response of an audience to a message or activity. • Feedback can be conveyed both verbally and nonverbally.

The Old Feedback Sandwich Praise Criticism Praise • “The problem here is that it really becomes junk food. ” • “Our learners are not involved in this sandwich delivery , we’re treating them like a non-thinking entity. ”

Research Review on Feedback (Baumeister et al. , 2001) • People would respond to feedback by perceiving failure as relatively common and perceiving success as relatively uncommon. • Bad feedback had a stronger effect on the students' perceptions of their own performance than good feedback. • Bad feedback was also seen as more indicative of the teachers' true evaluations, although not surprisingly students regarded the good feedback as more accurate than the bad.

The Art of Giving Feedback & The Magic Losada Ratio

The Power of Positivity: Losada Ratio

The Losada Ratio • Positive to negative comments in daily interaction with people you talk to • Barbara Frederickson • Counting the number of positive comments can make significant prediction to individuals, couples, and companies • Fortune 500 hundred companies 3: 1 • Attend business meeting and listen to everything that said and transcribe • Count the number of positive words and • Do better financially • John Gottman couple 5: 1 • 1: 3 divorce

Four Types of Feedback (Snyder, Lopez, & Pedrotti, 2015) Passive Constructive Active Constructive Responding Passive Destructive Active Destructive

Characteristics of Different Types of Feedback • Active constructive • Teacher reacts to the positive event enthusiastically. • Teacher seems even more happy and excited than I am. • Teacher often asks a lot of questions and shows genuine concern about the good event. • Passive constructive • Teacher tries not to make a big deal out of it but is happy for me. • Teacher is usually silently supportive of the good things that occur to me. • Teacher says little, but I know teacher is happy for me. • Active destructive • Teacher often finds a problem with it. • Teacher reminds me that most good things have their bad aspects as well. • Teacher points out the potential down sides of the good event. • Passive destructive • Sometimes I get the impression that teacher does not care much. • Teacher does not pay much attention to me. • Teacher often seems uninterested.

(Wong, 2015)

My Take as a Teacher

Positive Psychology • The scientific and practical explorations of human strengths… • Living a life to the fullest.