Feedback, whether written or spoken, is a good guide on how your work is
progressing, It should let you know
Responding to feedback needs to be timely, but
not immediate. Try not to "defend" your work
when the feedback is given. Instead, listen to
it, and try to build constructively on your
assignment, and your skills. The goal is to
improve, not debate.
When your presentation receives spoken feedback at
the time of presentation:
- Take notes on both positive and critical items
- Thank the person whether fellow student, teacher,
or guest commentator
- Use
active listening skills
- Respond to direct questions regarding process
or how you developed such-and-such, or arrived at a
certain viewpoint
- Do not react immediately to criticism, but say you
will reflect upon what is said
- After you have reflected upon the feedback, create
a "cover note summary" to refer to for the next
presentation.
When your assignment is returned to you with
written feedback
either on your assignment, or online:
-
Read the feedback carefully
try to understand not only the points made, but
also the point of view
-
Re-read your assignment to analyze
the areas that the feedback refers to
-
Highlight and/or cross-reference the feedback
to your work,
or draw attention in the text to corrections and suggestions
-
Pay attention to positive and negative
comments
Think of feedback as you would
compliments and suggestions for improvement
Feedback is also an opportunity for
idea exchange
-
Correct your assignment
-
Add a cover note that summarizes your revision of
the assignment
-
File the original, the corrected version, and
cover note
for reference for the next assignment
-
If requested, turn in the corrected version with
its cover note
|
The cover note summary |
|
Good points: |
Areas for
improvement: |
If the
feedback seems too negative
- Wait a period
of time to make sure you don't respond "angry"
- Make an "in
person" appointment with the tutor, your teacher, or
a support professional,
(or arrive during
scheduled "help" times/office hours)
- Approach the
feedback as an opportunity to improve and develop,
prioritizing areas to focus on
Working
with a tutor
- Make an appointment with your tutor
or arrive during their scheduled times/office
hours
- Review your completed assignment
just before arriving
Separately mark areas you may be unsure of,
or note questions you might have
- Bring your assignment,
your questions/concerns, and this form
and complete it with
the tutor
|
Issues you
understand |
Issue:
major
or minor |
Actions for
follow up |
|
1. |
|
|
|
2. |
|
|
|
3. |
|
|
|
Issues you
don't understand |
Issue:
major
or minor |
Actions for
follow up |
|
1. |
|
|
|
2. |
|
|
|
3. |
|
|
See also:
Modeling constructive use of
feedback in the classroom;
an exercise
Websites:
Royal Literary Fund "Using
feedback"
Includes pages on
What is the importance of feedback?;
Who should I ask to read my work?;
When should I ask people to read my work?;
How do I ask someone to read my work?;
How do I respond to feedback?
University of North Carolina at
Chapel Hill--The Writing Center "Getting feedback on writing"
Study Guides
and Strategies "Philosophy of learning in groups"
University of Surry - Guildford "Using
feedback"
within guides on writing
Monash University "Language
and Learning Online--Writing"
Sections on general writing and in subject areas
Website overview: Since 1996 the
Study Guides and Strategies web site
has been researched, authored, maintained and supported by Joe Landsberger
as an international, learner-centric, educational public service. Permission is granted to freely copy, adapt,
and distribute individual Study Guides in print format in non-commercial educational settings that benefit learners. Please be aware that the Guides welcome, and are under, continuous review and revision. For that reason, reproduction of all content on the Internet
can only be with permission through a licensed
agreement. No request to link to the Web site is necessary.
Visitor Center
Projects, news, metrics, copyright, licensing
Joe's
professional and personal webpages
