Substantive Feedback
One area that needs to be covered move in the student training is Substantive Feedback as many post I like, good job, and simple I agree comments in many 101 courses.
Anthonia ,
I agree you can't tell them great job when they didn't do a great job. However, you can provide some positive statements such as "..this is a good start" or focus on a couple of the things they did do right before unloading with the things they did wrong. A little positive feedback goes a long way.
Herbert Brown III
Hello Jerry,
IGreat Post. I like it.
It is very important to grade sudent's assignment and post the grade with the constructive feedback on time.
It is very important to attach rubric to the Feedback comment so the student understands the mistake he/she has made.
The Feedback cooment should reflect the requirements met by the student.
It does not make sense to state "Good Job" when the student did not meet the requirements.
You can motivate them with "Exellent or Great Job"and "Good Job" then followed by
substative and constructive commenes when they met the requirements.
Anthonia Okafor-Larmie
Roland,
Including aspects of positive reinforcement is always a good idea. Sandwiching the potential difficult news between two slices of positive reinforcement is a nice strategy.
Herbert Brown III
Replying to EVERY student in an intelligent, professional, and sometimes personal manner using what I call the "sandwich" technique--yields magnificent participation results. 1st, Start with something positive regardless of the quality of work, 2nd give constructive criticism in a nonthreatening manner,detailing ideas for improvement if any is needed and finally end with another positive note with phrases of encouragement. I receive many positive emails from students in regards to this very topic.
Dr. Whitener
Jerry,
Good strategy! I am a big fan of using rubrics for evaluation for the reasons you state. They reduce student questions because each student know exactly where points were earned or lost and when questions are raised I can zero in on the area that the student wants to talk about. This way we both save time and the questions get answered.
Gary
Gary Meers, Ed.D.
I set an example by exceeding the assignment requirement. I review the suggested Discussion Board input, I respond to the first five entries. I post the Grading Rubric in the form of a feedback form on the Instructor File section of the classroom, and I let my students know upfront about how the point to each assignment will be allocated.
After grading, I attach the feedback form with the rubric so that each student knows exactly which criteria they met and which criteria they missed.
Jerry
Kevin,
I think you have a very good system in place to help facilitate student growth and learning enhancement. You are providing the venue through which they can grow if they chose to put forth the effort. If they don't then it results they get rests with them and their desire to take what ever they can get with minimum effort.
Gary
Gary Meers, Ed.D.
I utilize many of these same techniques, Kevin, and have found them to be quite effective in improving the quality of students' posts within a couple weeks.
The feedback we provide on their posts is critical when they struggle to produce substantive content. I always refer them to the instructor files I've prepared on the topic. In addition to providing sample posts, I also offer a resource sheet that discusses strategies students may consider when trying to produce a substantive post. This type of how-to guide has been a great asset is helping students who find it difficult to generate thoughtful responses without any defined prompts.
~Michael Slotemaker
As an instructor, I take three approaches to encouraging good responses.
First, the instructor needs to model good posting and good responding. An occasional "Holy cow! That's an great insight!" is fine, as long as the instructor is regularly posting more substantive posts that respond to students ideas specifically and bring new information. I like to include links to scholarly websites in mine as suggestions for students.
Second, I post example posts and responses in my Instructor's Files section on the home page (having received permission from students and removed names). I direct my students there frequently.
The last approach can feel punitive (as it is attached to the grade), but it can also be instructive. When I grade my students' DBs, I let them know as specifically as possible what they can do to earn 100% on the DBs.
I do find that many--not all, certainly--of my students do improve their DB citizenship as the course progresses.
In any case, that "works" for me, though I am ALWAYS open to new ideas.
Kevin Scott
Scott,
Yes, ongoing and constructive student feedback is important for the growth of the students as well as the improvement of the instructor.
Gary
Gary Meers, Ed.D.
