#potcert teaching online and feedback

thanks to Kim Hil http://www.pinterest.com/pin/19844054581247321/
thanks to Kim Hil http://www.pinterest.com/pin/19844054581247321/

On manifesto for teaching online one line says Feedback can be digested, worked with, created from. In the absence of this it is just ‘response’.  (I do not like these texts in image format, because copy and paste such a text is impossible).

So when teaching online one has to invent ways of giving feedback that allows for and is an affordance to working and thinking it over.

  1. What is your way of giving the right feedback, feedback that invites to think and to work?
  2. Feedback, could you just ask questions when you want to write feedback?
  3. What are good questions when you want make someone to think?
  4. The difference between open and closed questions does it make sense in feedback giving?
  5. Do higher order questions matter in feedback?
  6. Do you ask your students or peers to Connect the dots of information?

When giving feedback in online learning, use the student behavior list

You are invited to comment on this post. What feedback questions could you ask?

Laura Paciorek commented on this post in google group of #potcert. ( did copy that comment, because I like this FeedForward Idea:
I know this is just another way of rephrasing the same thing, but one semester I tried the word “feedforward.” I told students that I wanted students to look ahead to the next work and decide how they could use the feedforward to do well. I also asked students to share in their future work how they used the feedforward. I am wondering if anyone else has ever tried this or if anyone has thoughts on it. I liked it because it created a sort of dialogue and was empowering to the student.


3 thoughts on “#potcert teaching online and feedback

  1. feedback is so individual…a conversation between reader and writer about a topic (usually referred to assignment). Each of the three is complex – add more layers of complexity. So even that simplified conversation is already past being shoehorned into into a template or recipe.

    An observation, not a rule, but marking written work, I always distinguished (color code, location) between the assistive feedback and that responding to content and ideas, connecting when appropriate. Teaching a different subject or the same subject at a different level ro to different learners could lead feedback in different direction, give is another shape. Then there are the particular objectives of a specific assignment.

    Feedback is a conversation, each unique. Otherwise, it’s just more pedagogic small talk…

  2. Asking student to think about where some activity leads allows them to think forward as Laura suggests and verifies their participation in the end result. Too much focus goes into the activity being isolated to make it understandable. Without context nothing will stick.

    Not related but very informative on young voters in the US:
    The Rise of the New New Left
    by Peter Beinart Sep 12, 2013 4:45 AM EDT

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