Examine the Different Methods for Giving Constructive (Practical) Feedback to Learners and Discuss How These Can Motivate Learners.
Unit 9: Mini-essay: Examine the different methods for giving constructive (practical) feedback to learners and discuss how these can motivate learners.
Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.
Feedback can be formal, such as after marking an assignment or observing practice, or given informally during a lesson (Gravells, 2012.) It can also be written or verbal. Written feedback provides a record of achievement and enables students to revisit comments later and measure relative progress. However, unless clear, it may be misinterpreted or demotivating. If too lengthy, it can confuse. It takes time to provide written feedback too and, in the meantime, the learner may continue to make the same mistake and then wastes more time unlearning their response instead of learning new behaviours (Gravells, 2012). Petty (2009) recommends that written feedback is detailed and constructive, and that teachers also talk to students about their work as assignments are handed back to clarify points.
Verbal feedback is more immediate, particularly when provided during a session. Positive body language, facial expression, tone of voice and a supportive approach can help to create “positive reinforcement”, which can enhance future learning (Petty, 2009). Tutors need to be skilled at providing verbal feedback though, as body language can just as easily lead to comments being misconstrued.
Verbal feedback also needs to be given at the right time and place, as well as promptly to prevent errors being repeated (Rogers, 2004). Enough time needs to be given for students to understand the feedback and compose any questions.
Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.
Feedback can be formal, such as after marking an assignment or observing practice, or given informally during a lesson (Gravells, 2012.) It can also be written or verbal. Written feedback provides a record of achievement and enables students to revisit comments later and measure relative progress. However, unless clear, it may be misinterpreted or demotivating. If too lengthy, it can confuse. It takes time to provide written feedback too and, in the meantime, the learner may continue to make the same mistake and then wastes more time unlearning their response instead of learning new behaviours (Gravells, 2012). Petty (2009) recommends that written feedback is detailed and constructive, and that teachers also talk to students about their work as assignments are handed back to clarify points.
Verbal feedback is more immediate, particularly when provided during a session. Positive body language, facial expression, tone of voice and a supportive approach can help to create “positive reinforcement”, which can enhance future learning (Petty, 2009). Tutors need to be skilled at providing verbal feedback though, as body language can just as easily lead to comments being misconstrued.
Verbal feedback also needs to be given at the right time and place, as well as promptly to prevent errors being repeated (Rogers, 2004). Enough time needs to be given for students to understand the feedback and compose any questions.
References: Avis, J., Fisher, R. and Thompson, R., 2010. Teaching in lifelong learning. A guide to theory and practice. Maidenhead: Open University Press. Gravells, A., 2012. Passing PTLLS Assessments. 2nd ed. London: Learning Matters. Gray, D., Cundell, S., Hay, D. and O’Neil, J., 2004. Learning through the workplace. A guide to work-based learning. Cheltenham: Nelson Thornes Ltd. Huddleston, P. and Unwin, L., 2008. Teaching and learning in further education. Diversity and change. 3rd ed. Abingdon: Routledge. Petty, G., 2009. Teaching today. A practical guide. 4th ed. Cheltenham: Nelson Thornes Ltd. Rogers, J., 2004. Adults learning. 4th ed. Buckingham: Open University Press. Wallace, S., 2006. Managing behaviour and motivating students in further education. Exeter: Learning Matters Ltd.