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Transcript of Strengths-Based Feedback
Marta L. Magnuson
What is Feedback?
Engages students in the hard, messy work of learning
Includes explicit skill instruction
Encourages students to reflect on what they are learning and how they are learning it
Motivates students by giving them some control over learning processes
Assesses the learner AND promotes learning
Fosters self- and peer assessment
Free from hidden agendas
Rich in formative feedback opportunities
Teaching is an art and a science.
How much is too much?
Goals are paramount !
What is your role?
Feedback should be the amount the receiver can use, not the amount that we would like to give. (University of Oregon, 2015)
Effort towards a goal increases when the goal is clear, there is high commitment, and when there is a belief that the goal can be achieved.
"Too often, the feedback given is unrelated to achieving success on critical dimensions of a goal." (Hattie & Timperley, 2007)
What is the goal(s) for Safety Practicum?
How do we want learners to feel after SP?
What is it?
A shift in focus from weaknesses to strengths
How do you do it?
Why use it?
(Hattie & Timperley, 2007; Kluger & DeNisi, 1996)
1. Adopt the strengths-based approach as the primary means of providing feedback
2. Closely link any negative feedback to
knowledge and skills rather than talents
identify learners' strengths
provide positive feedback based on those strengths
ask learners to improve by making continued or more intensive use of their strengths
Focus weaknesses-based feedback on knowledge and skills (which are more changeable) rather than talents (which are more difficult to acquire).
Focus on observable behavior, not
motivation (the "why")
Prioritize Your Feedback
Friendly, Engaged Manner
Keep arms open
Look at person
Stay focused on learner
Helpful, caring tone
School of Rock
Mona Lisa Smile
Harry Potter and the Prisoner of Azkaban
Why is a learner-centered approach important?
Behaviorism - doing
Constructivism - thinking
Humanism - feeling
to pursue a goal.
about what happened.
about how well the action went.
on how to improve the action.
“An often-ignored subtlety of this now clichéd term is that caregiver’s high expectations must be person-specific. They must be based on the strengths, interests, hopes, and dreams of the person-not what the caregiver wants the person to be. These strengths-based, person-centered caregivers not only see possibility and communicate challenge message, they
recognize existing strengths, mirror them back
, and help people see where they are strong." (Sleeby, 2006)
MCWP Feedback Outline
Based on what we have learned so far today, in these examples, what went well, what didn't, and why?
Are they gathering strength from my words and actions? Are they more confident, more motivated than they were this morning?
(based on Saleebey, 2006)
Two types of goals:
(help learner acquire something desirable)
(help learner avoid something undesirable)