Terrance Richards portfolio
Return to: ETAP 623 Fall 2012 Home | Terrance's Personal page | Terrance's mini-course
I will use this page to demonstrate how we will be using our portfolio pages in Etap 623. You probably think of a portfolio as a demonstration of your work. This portfolio will also be a demonstration of your work, with the focus being on the work you put into developing your mini course. Everything you do related to the instructional design process except the actual content of the course will go here.
Since we are doing a different component each week, it makes sense to put some headings in right away. If you need to add or change headings to suit your needs, you can do so as we go. Feel free to use a similar layout as a fellow student.
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 elicits 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. The first step is to examine the effectiveness of the instructor. That is, we want to examine student perception of the instructor's authority. The second step in the course requires you to examine the elements that comprise effective feedback. Learners in the corse will get a chance to examine different aspects of optimal feedback:
- Optimal Timing
- Qualitative aspects
- Quantitative aspects
- The presentation Structure of feedback.
The third step will be geared to preparing the student to accept the feedback. In this section of the course, participants will examine different aspects of personality that determine feedback's overall success.
Feedback needs to be optimized and customized for the learner. At its core, feedback is used to 1. Encourage a behavior, quality or trait that is beneficial. 2. Decrease the occurrence of an undesirable behavior, trait or quality that is detrimental to the growth of your students. If your feedback is not accomplishing these tasks then an analysis of the elements of your feedback is necessary. Participants in this course will examine the elements to constructing effective feedback.
The course was designed to meet the needs of learners from Elementary to higher education. Participants in this course can apply the skills developed to a wide range of learners in various age groups. The course focuses on some key elements, one of which is reflection by your learners. Participants in this mini-course are interested in examining if their feedback is truly accomplishing its intended goal.
Lets start by completing this Role-playing exercise to determine if any changes to feedback will improve the instructional design.