Difference between revisions of "Terrance Richards portfolio"
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== Task Analysis ==
== Task Analysis ==
'''Unit 1: '''
'''Unit 2 :'''
'''Unit 3 :'''
== Curriculum Map ==
== Curriculum Map ==
Revision as of 15:23, 1 April 2014
The topic of this course is maximizing the Power Feedback in the classroom. The purpose of developing this course is to create effective feedback strategies that elicit the desired effects. Participants of this course will use a 3-step process when deciding on a feedback strategy that is best suited for their classroom.
There are many instances where students do not respond well to feedback. There are many reasons the your feedback is not having the desired effect. In this case it is necessary to examine the source of the feedback, the structure of the feedback message as well as the target student population. The source of the feedback message must have the perceived authority to provide feedback. The structure of feedback must reflect current pedagogical research. Consider variations in setting, timing and frequency. The students must be prepared to accept the feedback. The instructor should prepare a student analysis to better tailor the feedback to the student population. Poorly structured feedback can sometimes have an effect contrary to its design. For example, feedback that elicit signs of aggression, depression or humiliation, can be considered ineffective.
2. What is to be learned:
Learners will be able to create effective feedback strategies that promotes student productivity and general well being. The lesson will encompass 1. Being an effective source of feedback. 2. Presenting negative and positive aspects of performances and 3. Prepare the students for the feedback.
3. The Learners:
This course will be useful for instructors interested in comparing their feedback strategies to proven pedagogical research. Learners in the course have noticed increase instances where students do not respond negatively to feedback or ignore the message entirely. The course is designed for instructors with students that possess analytical capability. Students must be able to internalize and reflect on the feedback. As such, the lesson is suggested for classes where students have developed these analytical abilities
4. Instructional Context:
The course is designed to take place online. A computer with Internet access is needed to complete the lessons. An updated web browser with the latest multimedia plugin is suggested for this course. Instruction will incorporate different media such as text, video, and diagrams.
5. Exploring the problem and solution:
Learners will be asked to identify problems in their feedback strategy by reflecting on student response to given feedback. The minicourse will explore three elements involved in the feedback cycle. The elements are the source, the message and the receiver of the feedback. Solutions are provided to correct the identifiable elements.
The goal of the mini-course is to increase the effectiveness of feedback strategies in instructional design. The different aspects of feedback’s effectiveness are examined. Who can deliver feedback, the timing of the feedback, the setting in which it is presented and the relevance to the performance objectives will be explored in the course. The lesson is designed to analyze why your feedback isn’t accomplishing the desired goals and make suggestions to correct this observation.
Lets start by completing this Exercise determine if any changes to feedback will improve the instructional design.
At the end of the course Learner will be able to:
Determine why their feedback is not being effective or is ignored
Deliver feedback that promotes student well being
Construct feedback that encompasses criticism and praise
Incorporate relevant aspects of delivering feedback based on current pedoogical research.
Unit 1: The source of the feedback
Unit 2 The construction of feedback:
Unit 3 The receiver of the feedback: