Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Strengths-Based Feedback

No description
by

Marta Magnuson

on 22 September 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Strengths-Based Feedback

Strengths-Based Feedback
Marta L. Magnuson
What is Feedback?
Motivation
Information
Evaluation
Guidance
Feedback Research
Learner-Centered Teaching
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
Encourages collaboration

Learner-Centered Feedback
Assesses the learner AND promotes learning
Fosters self- and peer assessment
Free from hidden agendas
Rich in formative feedback opportunities
Practice

Teaching is an art and a science.
Strengths-Based
How much is too much?
Goals are paramount !
Positive
Deviance
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)
Safety Practicum
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?
Increases:
self-efficacy
moral
productivity
commitment
(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).
General Guidelines
Focus on observable behavior, not
personality
praise
motivation (the "why")
advice-giving




Prioritize Your Feedback
Friendly, Engaged Manner
Smile
Nod
Keep arms open
Look at person
Stay focused on learner
Helpful, caring tone
Clear Communication
Direct
Actionable information
Specific
User-friendly
Thought-out
On goal
Checks understanding
Conversational
Be Professional
Trusting
Respectable
Ethical
"I"
Attentive
Credible monitoring
Genuine
Authentic
Modeling
School of Rock
Mona Lisa Smile
Harry Potter and the Prisoner of Azkaban
Education
Social Work
Human Resources
Psychology
Management
Training
(Weimer, 2012)
(Weimer, 2002)
Why is a learner-centered approach important?
Learning Theories
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.
The Learner
The Goal
Novice
Expert
“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)
Ask yourself:
Two types of goals:
acquisition
(help learner acquire something desirable)
avoidance
(help learner avoid something undesirable)
Full transcript