The problem with the "I" statement is that implies error on my part, not theirs. My not understanding their argument linking X and Y is *very* different from them not making the the logical connection between X and Y with viable logic.
Exactly! The message from the "I" sentence is not exactly the same as the "you" one. As a student, I would prefer the first statement rather than the "I" one. We are not dumb, do not speak to us as dumbs. I want to know what I did ok and what needs to be improved. By reading a teacher "did not understand me" feels like a passive-agressive comment. I prefer to be told "you did this wrong, you might find it useful to do it this way and read this and this, etc. " I am not sure how to explain it but this is just to comment on that not all "positive" comments might be positive to everyone. Just food for thought.
But don't you think that a student might grasp the material more fully if they have to re-evaluate their work, to see if they in fact linked X and Y? If the instructor states that they didn't understand where the linking of X and Y happened, the student has to explain how they did link X and Y, and maybe they will see for themselves (and learn for themselves) how they were unclear in their linking. Rather than telling students exactly what they did wrong and how to fix it, you can tell them that something is not-quite-right and ask them to do the work of making it right. My 2¢.
I'm years late, but this might help someone else. But it's not necessarily an error on your part. If their argument linking X and Y isn't clear, and or unfounded, you can point out that you don't understand and have them go further in explaining.
Nice video but I was a little confused - there was something about "five strategies" at the beginning, but the video only mentioned four things. Or was this video about one of the strategies and the rest of the videos in the series will cover strategies numbered two through five? Anyway, great ideas in the video!
Also bear in mind that students will sometimes want feedback that isnt useful: for example students might want most of their feedback to be on the content of a lab report, when its their writing style and statistical mastery that are most important.
![Felix "Unfair" | [Stray Kids : SKZ-PLAYER]](http://i.ytimg.com/vi/Oswujxm2Ag0/mqdefault.jpg)
Good reminder to focus on what was done well before giving suggestion or improvement.
Thank you for a well-presented video, Gavan. Very helpful!
Where are further readings? :(
Thanks Dr for this clear presentation but at the end you mentioned further links for reading. I couldn't find it
Good reminder about using "I" statements. It's easy to slip into judgmental and evaluative "You" statements, which can impede student learning.
Interesting and great video!
Well put together. Thank you.This affirms what I'm incorporating in my evaluation process.
I would love to see some specific examples.
Useful but like Erdem the links haven't been posted below. Thanks.
Sir, would u please explain regarding peer feedback..
👍👍👍👍👍👍👍👍👍👍👍👍👍wowww I loved the way u presented it in vry efficient manner....thanks a tonnnn
WOW! I like how you made your comment vry concise and 2 the point.
Romans 1:16
Galatians 2:16
John 3:16
The problem with the "I" statement is that implies error on my part, not theirs. My not understanding their argument linking X and Y is *very* different from them not making the the logical connection between X and Y with viable logic.
Exactly! The message from the "I" sentence is not exactly the same as the "you" one. As a student, I would prefer the first statement rather than the "I" one. We are not dumb, do not speak to us as dumbs. I want to know what I did ok and what needs to be improved. By reading a teacher "did not understand me" feels like a passive-agressive comment. I prefer to be told "you did this wrong, you might find it useful to do it this way and read this and this, etc. " I am not sure how to explain it but this is just to comment on that not all "positive" comments might be positive to everyone. Just food for thought.
But don't you think that a student might grasp the material more fully if they have to re-evaluate their work, to see if they in fact linked X and Y? If the instructor states that they didn't understand where the linking of X and Y happened, the student has to explain how they did link X and Y, and maybe they will see for themselves (and learn for themselves) how they were unclear in their linking. Rather than telling students exactly what they did wrong and how to fix it, you can tell them that something is not-quite-right and ask them to do the work of making it right. My 2¢.
I'm years late, but this might help someone else. But it's not necessarily an error on your part. If their argument linking X and Y isn't clear, and or unfounded, you can point out that you don't understand and have them go further in explaining.
Nice video but I was a little confused - there was something about "five strategies" at the beginning, but the video only mentioned four things. Or was this video about one of the strategies and the rest of the videos in the series will cover strategies numbered two through five? Anyway, great ideas in the video!
I don't see the further resources...
Can I use this video in my ppt??
There is no link for the further readings :(
Thank you so much.. Can you explain to us the impact of teachers feedback on the students, please??
Very concise and effective tips
Also bear in mind that students will sometimes want feedback that isnt useful: for example students might want most of their feedback to be on the content of a lab report, when its their writing style and statistical mastery that are most important.
Do you have any literature references?
Thanks it was really helpful
Very Nice Video Go A Head
Excellent video
What are the 5 suggestions? I understand that there are 4 qualities of good feedback, but I don't see 5 strategies. Hmmmm...
Interesting... interesting
The following Bible verses are not related to what I said previously.
Romans 1:16
Galatians 2:16
John 3:16
I suspect the first recommendation, "Think back to a time when you received good feedback..." would be counted as a suggestion, but I may be mistaken.
Say they did good they say it back both get good grades ezy
Enyone here couse of online school?😖😔