Ever wonder how to get your learners to give feedback and not say, “That’s lame.” “it was good.” “How many things do I have to say to get points?”
Ron Berger’s masterful work with Austin’s Butterfly (link below) sets great parameters for feedback. Feedback should be kind, specific, and helpful.
“It was good.” This kind but it is not specific or all that helpful. “You’re presentation was awful because you said, ‘um’ 34 times.” Specific, helpful but not so kind. “I like the introduction you used in your presentation. It would help if you worked on eliminating filler words like um. You said um 34 times.” kind, specific, and helpful.
This type of feedback doesn’t come naturally to humans, so we’ll need to use protocols to teach our PBL learners how to give constructive feedback, but it is very possible and likely crucial for your survival. Have you ever tried to have 29 one-on-one feedback sessions with your learners three different times throughout your PBL unit?
What if your learners could be the first round of feedback to reinforce the good working happening and work to help those way off course before you had to step in. Wouldn’t that be wonderful? :)
Video Related Resources
The Power of Feedback (Blog)
Feedback and Revision (Website Resource Page)
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