I’ll tell you mine if you tell me yours feedback workshop

1. I’ll Tell You Mine If You
Tell Me Yours:
Feedback Workshop
By: Hannah, Miranda, Yumna, and Leena

2. Workshop Outline - Topics and Schedule
Topics
1. Importance of giving and receiving feedback.
2. What are the types of feedback?
3. How do you give feedback?
4. Assignments and Evaluations
5. How do you receive and respond to
constructive feedback?
6. Analyzing provided feedback and converting
feedback into action.
7. Giving feedback to yourself.
8. About the post-workshop survey
9. Q & A Session
Schedule
- Start promptly at 9 am
- 10-minute break at 10 am
- 45-minute lunch break at 11 am
- 10-minute break at 1 pm
- Workshop officially over at 2 pm*
*Facilitators will remain until approx. 2:30 pm

4. The Importance of Giving and Receiving Feedback
Misconceptions and Student Beliefs:
● “Feedback only happens [and is only important in] performance evaluation.”
● “Giving feedback isn’t worth the effort. There’s no point because it isn’t going to change anything.”
● “Critical [and negative] feedback just hurts people’s feelings.”
● “Feedback isn’t helpful.” or “I don’t need feedback.”
● “People always understand the feedback given to them.”
● “Getting feedback once is enough.”
*Remember - None of us is so good in everything we do that we cannot become better - that we cannot
do better with support from knowledgeable peers and colleagues.

5. The Importance of Giving and Receiving Feedback
Receiving from peers:
● Improves giving feedback: metacognition/reflective writing and thinking
● Strengthens learning through assessing feedback
● Helps to establish interpretation/understanding and helps peers understand how to give feedback
● Helps to establish confidence in fellow peers skills and knowledge (Ion et al., 2019)
Giving Feedback to Peers:
● Improves metacognition/reflective writing and thinking through
○ practicing problem detection
○ problem diagnosis
○ strategies for revision
● experiential learning in problem detection
● become aware of different types of writing problems
● discover revision strategies (Flower et al., 1986)
● Providing peer feedback is considered beneficial to students' writing as it stimulates them to actively consider the
task-specific processes and criteria (Fragoulis & Diamantaki, 2012).

6. The Importance of Giving and Receiving Feedback
Receiving from educators:
● Improves overall competence and performance
● Improve cognitive learning
● A survey by Fragoulis & Diamantaki (2012) found that 51% of higher education students found
teacher feedback much to very much effective
● Points out the errors of learning for students
● Encourages students to formulate learning goals
(Fragoulis & Diamantaki, 2012; Henderson et al. 2019)
“Lack of feedback entails no improvement of the trainees’ progress or their skills’
development” (Fragoulis & Diamantaki, 2012, p. 219; Lerner, 2002; Kapsalis, 2006).

7. What Are The Types of Feedback?

8. What are the Types of Feedback?
Constructive Destructive
Evaluated without bias Aims to disregard the person being
evaluated.
Blend of positive & negative feedback Negative feedback only.
Supported evidence to support advice Lack of evidence to support advice
Feedback is applicable and expands
learning experience
Detracts from learning experience
(Ruth & Richard, 2013).

9. What are the Types of Feedback?
Intrinsic Instructional
Long term learning Short term learning
Often associated with Constructivist
pedagogy
Often associated with Behaviourist
pedagogy
Relies more on the decisions made by the
learner
Relies on memory retention
Indirect feedback Immediate feedback
creates self regulated learners/
independence
learners are dependent on immediate & set
instructions
(Bates, 2014; Ruth & Richard, 2013).

10. What are the Types of Feedback?
Formative Summative
Centered on learner progress measures performance
Evaluation is a process with opportunity to
obtain feedback
evaluated in the end with feedback
Learners can reflect and apply feedback
without it impacting the final grade
measures performance by a standard
Continuous encouragement to do better rank/grade based
(Hardavella et al., 2017; Lerdpornkulrat, 2017)

11. What are the Types of Feedback?
What purpose does each serve?
Constructive: is a blend of positive and negative feedback based on a person’s results. it’s
supposed to help an individual develop either personally or professionally by creating an
environment of improvement (Altmiller et al., 2018). Constructive feedback is important to both the
teaching and learning process (Groves et al., 2015; Plakht, Shiyovich, Nusbaum, & Raizer, 2013).
Destructive: focuses on the negative aspects of the results without providing any support and
suggestions of improvement (Ruth & Richard, 2013).

12. What are the Types of Feedback?
What purpose does each serve?
Instructional: is a useful strategy for tracking student learning in response to guidance and
prompting students to validate, refine, or explain their misinterpretations. The purpose is to make
sure learners successfully implement and understand the feedback in order to remove
misunderstandings (Oakes et al., 2018).
Intrinsic: The central purpose of intrinsic feedback is to encourage lifelong learning through self
efficiency and situational context (Lerdpornkulrat, 2017).

13. What are the Types of Feedback?
What purpose does each serve?
Summative The purpose of this feedback is to allow students to progress and improve their work
through consistent feedback of their work. Students will be able to practise in improving their work
before receiving a final grade. This allows for students to grow their learning without fear of failure.
Formative The purpose of this feedback is to allow students to receive immediate feedback based
which is evaluated through performance based grading. The goal of formative feedback is for
learners to excel on their learning and forming learning goals to achieve in future work.
(Hardavella et al., 2017; Lerdpornkulrat, 2017)

14. BREAK
Please return in 10 minutes

15. Breakout Room Activity
Share feedback that you have received in your personal and/or professional
lives and connect it to the feedback types we have discussed.
Examples of the Different Types of Feedback
Six types of feedback:
1) Constructive
2) Destructive
3) Instructional
4) Intrinsic
5) Summative
6) Formative

16. How Do You Give Feedback?
Helpful feedback is:
● goal-referenced
● tangible and transparent
● actionable
● user-friendly (specific and
personalized)
● timely
● ongoing
● consistent.
(Wiggins, 2012)

17. T.A.C.K.O.S.
Timely - Feedback is provided promptly, giving time to review and incorporate it.
Action-related - Feedback is connected to or recommending specific actionables.
Consistent in structure/content - Consistent with criteria and expectations. Consistent in the structure and
delivery of feedback.
Knowledge-based - Feedback is not ‘opinion-based,’ it is back by and founded in knowledge.
Ongoing - Feedback is a continuous cycle of eliciting and applying feedback.
Supportive and constructive - The aim of feedback is to support and encourage the author in advancing
their abilities and learning, while promoting reflection, through
constructive and actionable recommendations and comments.
(Malkin, 2014)

18. Giving Feedback:
Mrs. Wang is working individually with Sophia, a student struggling with writing a persuasive essay.
Sophia is passionate about her views of reducing waste and recycling, yet her current essay comes
across as "ranting" without much information to back up her views. As they work through the essay,
Mrs. Wang's feedback commends Sophia's enthusiasm for her topic and helps her rewrite the essay
as a call to action rather than as a diatribe. At the end of the session, Mrs. Wang says to Sophia, "I
think our next step is to show readers what first intrigued you to take action. You mention that you
saw a video about the amount of waste going to landfills. Perhaps we could find some exact
numbers about how much trash we produce. That would help readers understand your passion for
creating change."
Is this good feedback? Why?

19. Feedback Models
Feedback Sandwich - Starts and concludes with positive feedback.
Chronological Fashion - Focuses on reflecting observations in the timeline that they happened.
Pendleton Model - Learner centred and conversation based; identifies an action plan or goals.
(Hardavella et al., 2017)

20. Breakout:
Reflect on the three models: Sandwich, Chronological and Pendleton.
In small groups of 3-4, discuss your experience giving feedback using any of these models. If you haven’t
given feedback before or have not given feedback following any of these models, consider and share how you
would give feedback using one of the models.
Which model do you think is most effective? Is one model better for a certain environment? Why?

21. LUNCH
Please return in 45 minutes

22. Assignments and Evaluations
Part A - COMPLETED and posted before the workshop
https://padlet.com/princessawesome/ConstructiveFeedback
Part B - Using the rubric, expectations for peer-to-peer feedback,
and deadline.
Part C - Expectations and deadline
https://docs.google.com/document/d/1MqMA2itc_tyGro_AO6WcmZgOJHokSU4DrFwa_JU1v5w/edit
?usp=sharing

24. How Do You Receive and Respond to
Constructive-Critical Feedback?

25. How Do You Receive and Respond to
Constructive-Critical Feedback?
● Be a good listener
● When in doubt, ask for clarification
● Embrace the feedback session as a learning opportunity
● Remember to pause and think before responding
● Avoid jumping to conclusions, and show that you are invested in the learning process
and keen to improve
● Think positively and be open to helpful hints
● Learn from your mistakes and be motivated
● Be a good sport and show appreciation
● Be proactive
(Hardavella et al., 2017)

26. Analyzing Provided Feedback and
Converting Feedback into Action
● Stop Viewing Mistakes as Failures
● Ask for Specifics
● Get a Second Opinion
● Define Your Plan
● Follow Through
● Learn When to Let Go

27. BREAK
Please return in 10 minutes

28. Giving Feedback to Yourself:
Reflection and Critical-Constructively Analyzing our own Work
● Critical self-reflection requires us to ponder our practices, processes and identities.
● This self-assessment encourages us to take responsibility over our own learning and helps us
to reflect on our thinking processes. Taking back this responsibility of giving feedback on your writing
breaks the cycle of blindly doing what another tells you, just because they say it is the correct way
(Hurley, 2018).
● It also necessitates that we look beyond our own situations to the external causes, laws, and
individuals who might have an impact on our decisions and actions (Sutherland, 2013).
● Self-assessment is an important part of formative assessment because, as Sadler (1989) points
out, it is essentially up to the student to "close the distance" between current output (as revealed by
assessment) and the desired level (Panadero et al., 2017).

29. Giving Feedback to Yourself:
Reflection and Critical-Constructively Analyzing our own Work
A simple reflective model that is flexible especially when getting started with self-reflection is the model
generated by Rolfe et al (2001):
1. What? - What happened?
2. So what? - What does it mean?
3. Now what? - What needs to happen next?

30. Giving Feedback to Yourself:
Reflection and Critical-Constructively Analyzing our own Work
(Diagram: Gibbs G [1988] Learning by Doing: A guide to
teaching and learning methods. Further Education Unit.
Oxford Polytechnic: Oxford. [Brookes.ac.uk])

31. Giving Feedback to Yourself:
Reflection and Critical-Constructively Analyzing our own Work
Ways to Reflect:
● A diary or written journal
● Mind maps, sketches or diagrams
● Reflective dialogue with peers
● Blogs and other social media
● Academic study
(Lawrence-Wilkes et. al, 2015)
Which of these have you completed? Did you find them helpful?

32. About: Post-Workshop Survey
Purpose: to evaluate your learning and ensure learning outcomes have been met, encourage
reflection on the part of participants and the facilitators, evaluate the workshop, and allows
participants to contribute to the ongoing process of keeping our workshop current, informative, and
accessible.
● Complete after Part C has been submitted and reviewed by facilitators
● Emailed to you with your certificate of completion
Community of Practice: A Space to Connect with and Support Peers and Colleagues
● https://join.slack.com/t/ontariotechu-corp/shared_invite/zt-oe30o0br-EOvJ17cwMun8nSU1bJ
b4qQ

33. Q&A Period

34. Altmiller, G. , Deal, B. , Ebersole, N. , Flexner, R. , Jordan, J. , Jowell, V. , Norris, T. , Risetter, M.
J., Schuler, M. , Szymanski, K. , Vottero, B. & Walker, D. (2018). Constructive Feedback
Teaching Strategy. Nursing Education Perspectives, 39(5), 291–296. doi:
10.1097/01.NEP.0000000000000385.
Bates, Tony. (July 29, 2014). Learning theories and online learning. Online Learning and
Distance Education Resources.
https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
Carney, E. (2015). Preparing Students to Take Course Evaluations – Tips for Faculty. Office of
Assessment of Teaching and Learning, Washington State University, p. 3
Donovan, J., Mader, C., & Shinsky, J. (2010). Constructive student feedback: Online vs.
traditional course evaluations. Journal of Interactive Online Learning, 9(3), p. 283-296
Flower, L., J. R. Hayes, L. Carey, K. Schriver, and J. Stratman. 1986. " Detection, Diagnosis,
and the Strategies of Revision." College Composition and Communication 37 (1): 16 –
55. doi: 10.2307/357381.
References:

35. References:
Fragoulis, I., & Diamantaki, E. (2012). The Importance of Feedback in Relation to Doing
Practical Teaching Exercises. Opinions Postgraduate Student School of Pedagogical
and Technological Education Heraklio of Crete. International Education Studies, 5(6).
https://doi.org/10.5539/ies.v5n6p219
Groves M., Mitchell M., Henderson A., Jeffrey C., Kelly M., & Nulty D. (2015). Critical factors
about feedback: “They told me what I did wrong; but didn't give me any feedback.”
Journal of Clinical Nursing, 24, 1737–1739. doi:10.1111/jocn.12765
Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., & Sreter, K. B. (2017). How to give
and receive feedback effectively. Breathe, 13(4), 327–333.
https://doi.org/10.1183/20734735.009917
Ion, G., Sánchez Martí, A., & Agud Morell, I. (2019). Giving or receiving feedback: which is more
beneficial to students’ learning? Assessment & Evaluation in Higher Education, 44(1),
124–138. https://doi-org.uproxy.library.dc-uoit.ca/10.1080/02602938.2018.1484881
Kapsalis. Α. (2006). Pedagogical Psychology. Thessaloniki: Kyriakidis (In Greek).

36. References:
Lawrence-Wilkes/Chapman, L & BusinessBalls (2015). Reflective Practice.
https://www.businessballs.com/self-awareness/reflective-practice/.
Lerdpornkulrat, T., Poondej, C., Koul, R., Khiawrod, G., & Prasertsirikul, P. (2017). The Positive
Effect of Intrinsic Feedback on Motivational Engagement and Self-Efficacy in Information
Literacy. Journal of Psychoeducational Assessment, 37, 073428291774742.
https://doi.org/10.1177/0734282917747423
Lerner, M. (2002). Concepts and theories of human development. Erlbaum: Mahwah.
Malkin, Bridget. (2014). Say what you think. Nursing Standard. Vol. 29 (15). Page 66.
DOI:10.7748/ns.29.15.66.s54
Oakes, W. P., Lane, K. L., Menzies, H. M., & Buckman, M. M. (2018). Instructional Feedback:
An Effective, Efficient, Low-Intensity Strategy to Support Student Success. Beyond
Behavior, 27(3), 168–174. https://doi.org/10.1177/1074295618799354
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated
learning and self-efficacy: Four meta-analyses. Educational Research Review, 22,
74–98. https://doi.org/10.1016/j.edurev.2017.08.004

37. References:
Plakht Y., Shiyovich A., Nusbaum L., & Raizer H. (2013). The association of positive and
negative feedback with clinical performance, self-evaluation and practice contribution of
nursing students. Nurse Education Today, 33, 1264–1268.
doi:10.1016/j.nedt.2012.07.017
Rolfe, G., Freshwater, D. and Jasper, M. (2001). Critical Reflection in Nursing and the Helping
Professions: a User's Guide. Palgrave Macmillan, Basingstoke.
Ruth C. Clark, & Richard E. Mayer. (2013). Scenario-based E-Learning : Evidence-Based
Guidelines for Online Workforce Learning. Pfeiffer
Sadler, D. R. (1989). Formative assessment and the design of instructional systems.
Instructional Science, 18(2), 119–144. https://doi.org/10.1007/bf00117714
Sutherland, K. A. (2013). The importance of critical reflection in and on academic development.
International Journal for Academic Development, 18(2), 111–113.
https://doi.org/10.1080/1360144x.2013.802074
Svinicki, M.D. (2001). Encouraging your students to give feedback. New Directions for Teaching
and Learning, 87, 17-24.