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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, hello, and welcome to, today's CTL Teaching Toolkit web, workshop on Giving Students Effective Feedback. My name is Amy Pinkerton, and I'm a Senior Instructional Designer at the Center for Teaching and Learning, or CTL,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And today, we are talking about one of… a topic very dear to me, which is giving effective feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Specifically, we're going to start by explaining the instructional purpose of feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then identify the characteristics of what makes feedback effective.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then we'll, look at some strategies and tips for actually communicating feedback to your students. And at that time, we're going to go through a hands-on activity where we actually practice giving effective feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then finally, I've saved some time at the end to discuss strategies for managing feedback, including, tips for, saving time while delivering feedback, and sort of the administrative part of managing feedback, within an academic term.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, so let's start with explaining the instructional purpose of feedback and its role within the learning process.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: But to do that first, we need to think… we need to quickly define what it is we mean by feedback. So feedback in general is any response to another person's performance or behavior, and it can be verbal, written, or gestural, like a thumbs up.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: But feedback within an educational context is any information provided to a learner.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: that is, intended to reduce the gap between their current performance and a desired goal. And when you think of a desired goal, think of, like, a competency or a learning objective.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, and this is the definition that we're going to use in today's session. So when we think about giving feedback, we think about, how are we going to reduce the gap between a student's current performance and a desired goal?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, and then I also wanted to take a moment to distinguish between feedback and praise. Praise is great, and it can be motivating, but it's not as effective at improving learning outcomes as effective feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: It is… it is a good thing to have, and it can be incorporated into feedback, but it should not replace feedback. You should have feedback in addition to just praising your students.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, so now that we've defined feedback, let's think about its role within the learning process. And to do that, so when we think about feedback, it really is essential for learning, because it tells students, what it is, where they are.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: where they should be going, and then also how to get there, and it checks in with them along the way. And the way that it does this is it guides learners towards the accomplishment of a goal, competency, or objective.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And, again, it's critical in sustaining that motivation necessary to get them from where they are to that desired goal.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So think of it as… I like to use analogies, so I like to think of it as a journey. So if… if learning is, say, a journey or a hike through the woods, feedback is what keeps your students on the trail. Feedback is the trail and the trail markers along the way. And without it, your students could end up totally lost out in the woods.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, if we're going with that analogy, feedback, again, helps… keeps your students on track.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And that's its primary role within instruction.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, so far, we defined academic feedback as information provided to a learner to reduce the gap between their current performance and a desired goal, and we talked about how feedback keeps them on track through the learning process, towards that goal. Are there… I know that we didn't go over a whole lot, but are there any questions so far?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, I don't see any hand raised or anything in the chat, so I'm gonna keep going.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So now we're going to identify what makes, what characteristics makes feedback effective. Because feedback, if… because it plays such an important role within learning, we want to make sure that it actually is effective at communicating that, that to your students.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, first I want to pause and consider the student perspective, because they're the ones who are going to be receiving the feedback that we as educators give. So when we think about feedback and its essential role for learning, we want to think about it from the student perspective. So, when you're

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Considering… when you're giving feedback, consider four questions from the student's perspective. And those four questions are, first, what am I understanding or not understanding?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Where is my performance going well or poorly?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: How should I direct my efforts moving forward?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And why is this feedback relevant, especially in regards to that goal that we were… that we're aiming towards? So, keeping these questions in mind when you're writing your feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: can help guide you in what to focus on, and guide your students, in how they're receiving that feedback. And you can focus on answering all four of these, or you can pick one or two to focus on when writing your feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, so now let's identify some characteristics of feedback that make it effective, and we're going to focus on these four characteristics, and I apologize if you hear my dog barking in the background. The first characteristic is, specific, and then timely, focused, and intentional. So let's go through each of these, starting with specific.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Be as specific as possible.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Yeah, my dog is coming on our hike. He's joining us for our journey.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, when you're writing feedback, you should be as specific as you can. Identify what the student has done, has done well, and then also, what, what exactly they can do to improve. Again, keeping that end goal in mind.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: You can also identify how their academic performance has changed over time. That's really great if they're handing in multiple drafts, or perhaps an outline, a draft, and a final draft. You could identify how they've changed, what has improved and how it's improved, and what they can focus on for the next iteration.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: I also wanted to take a moment, when speaking about specificity, it can be hard sometimes to specify what the student can improve, because we, I think in this case, it's

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Amy Pinkerton; BSPH CTL Teaching Toolkit: how good intentions can get in the way of effective feedback. We sometimes hesitate to identify what can be improved because we don't want to hurt our students' feelings, but I want to make it really clear that being unclear in your feedback is

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Amy Pinkerton; BSPH CTL Teaching Toolkit: doing a disservice to your students. It is being unkind.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Because it can lead to, anything that's vague or in clear can lead to frustration, or even perpetuate mistakes, instead of, addressing those head on. So, and we'll talk a little bit about ways that you can, soften the blow of feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: But… or just remember here that unclear feedback is unkind. It's a disservice to your students.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Our next effective, feedback

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Amy Pinkerton; BSPH CTL Teaching Toolkit: characteristic is timely, timeliness. You, we recommend you give students feedback as soon as possible. Feedback is most effective when it's delivered immediately, but we know that's not always possible, but, as

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Amy Pinkerton; BSPH CTL Teaching Toolkit: close to when they've submitted their assignment, the better, as opposed to days, weeks, or sometimes even months later. The more… the closer you can give feedback, or the more immediate you can give feedback, the better, the more effective it is.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And I also wanted to mention here about timeliness.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: If you have multiple parts of an assignment, or skills that are building across an academic term, consider your course schedule, and consider when students are submitting feedback, how much time you need to grade and give feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then the gap of time…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: until the next part of the assessment, because you want to make sure you're giving your students enough time to incorporate your feedback into their… that next iteration or next part of the course activity or assessment. So take a look at your… critically examine your course schedule to make sure you have enough time between when something's due.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: You have enough time to write feedback, and students have enough time to act on that feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Our next characteristic is focused, and this is just focused on a goal. It should be really clear how the feedback the student's receiving is, oriented towards an objective, a goal, or a competency, just so they know, that it's,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: it'll help with the intention of the feedback, but also, it'll help them focus their efforts. They know what they're working towards.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then finally, intentionality. The way that feedback is presented does impact the way that it's received by students. So even the most well-meaning feedback can come across the wrong way and reduce a learner's motivation. So by fully explaining the purpose of the feedback and framing it around a goal and keeping it focused, can help your students, understand how the feedback is meant to help them

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And they're, and help them grow and,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Develop as a person and, academically and professionally.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And this can be tricky. It can be hard to, know how your feedback is received, so I wanted to share a tip here about emphasizing the performance and not the person. So if you're worried about how your feedback is perceived, this is a good trick for you.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So for… in this case, you want to, when you're writing your feedback, write it around the, performance or thing that's being critiqued, as opposed to about the student or the person. And I'll give an example.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, here's the original comment, which is, you did not explain concept ABC clearly enough to make this argument, and, we're gonna rewrite this to emphasize the performance instead of the person.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: as… concept ABC is unclear here. The argument in this paragraph would be stronger if… and then give some, recommendations. So here, the way that we just reformatted the sentence to focus on the performance being critiqued can make a huge difference in how it's received by the student.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And I saw Celine posted in the chat, one thing I've witnessed are milestones for larger assignments where drafts are due, but the faculty team hasn't always set aside the time needed to give effective feedback in a timely manner. Is there a rule of thumb for the time it takes to review different assignment types? Yes, so,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Probably in practice, if you've

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Amy Pinkerton; BSPH CTL Teaching Toolkit: offered a course more than once, you might have an idea of how long something should take to grade. And we'll talk at the end about ways to save time, strategies to save time, for example, using rubrics, in the grading process. But I would love to hear if you have any ideas, please reply to Celine in the chat. But we'll talk a little bit later about time-saving strategies.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, are there any other questions before we go further?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, so, quick check. See, if you, see if you were paying attention. So, in the chat, if you know the answers, please write in, what are the four characteristics of effective feedback?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So feel free to write those in the chat if you remember them, and I'll just give you a couple of seconds.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: I should have added timer music here, like the Jeopardy! music.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Oh, yep, specific.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: I'll give it a couple more seconds. Timely, yes?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Those are correct.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: One had to do not personal, on point, so we'll categorize those as intentional.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then on point, I think, goes towards focused, so I… I say full marks for the knowledge check. Here are the answers. They are specific, timely, focused, and intentional. Well done, everyone.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, so how do we apply these characteristics to actually communicate effective feedback to our students? How does this actually work in practice? And now I'll share some strategies, and some of these will also save some time, in the grading process.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So first, I recommend that you prioritize your feedback. When you're writing feedback to a student, consider putting at the top the most important stuff, and then things that the student can very quickly apply, and then things that the student can work on. It would be good for them to work on, but it's not as immediate.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So they can focus on that later. So again, when you're… when you're delivering your feedback, deliver it meaningfully in an order that is prioritized, so that the student knows what to focus on, and what to focus on first.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Next is check your distribution. Look at your feedback that you're giving your students. Is, is the most… are the most important parts of the assignment getting the most feedback?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Or, for example, are two-thirds of your feedback that a student receives about grammar and document formatting versus the actual analysis or content of their work? If that's the case, it might be giving your students the wrong impression that those things are more important than what they actually are writing. So when you're looking at your feedback, consider the distribution.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And make sure that, you're emphasizing the most important things.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And again, those things are important, but they might not be the most important things.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then also, I'd like you to explore other feedback methods. We often think feedback is just written, either written email or comments to students on your gradebook, but they can also be, verbal in person.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And in-person could be virtual or, like, in-person, in person in real life, or over a Zoom call.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: It could be recorded as video or audio with an accessible transcript. It also… most of the time it's written, and then, again, it can be gestured, like a thumbs up or something, maybe during a live talk or a presentation.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So just remember, feedback doesn't have to be written, it can take other forms. And if you have the flexibility in your course, consider asking your students, how do you like to receive feedback? Because you might have students who prefer written feedback, but you also might have students who prefer to meet with you over office hours to discuss

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Amy Pinkerton; BSPH CTL Teaching Toolkit: their, their, the results. So, if you can, it's great to always give students as much choice as possible.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: But once you're… you've picked your method, make sure that the feedback you're delivering is clear by following the…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Effective characteristics that we identified earlier.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, so in this section, we identified effective feedback as specific, timely, focused, and intentional, and then we looked at different ways to communicate feedback to our students. Are there any questions before we switch gears and do a hands-on activity?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, I don't see any hands raised, and I don't see anything in the chat. If there are… oh, Celine, I see your hand is raised.

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Celine Greene: Hi, Amy. Can you go back one slide to the types of feedback?

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Celine Greene: So, are there recommendations, for offering choices for the students' behalf?

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Celine Greene: Like, again, some students may receive the information or be more receptive to the information in one format versus another. Are there any recommendations to

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Celine Greene: Even learn how to do, you know, learn how to survey your students,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Oh, right.

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Celine Greene: fires, or something like that.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Right.

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Celine Greene: That is part of UDL, just throwing that in there as the UDL person.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Yes.

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Celine Greene: pretty…

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Celine Greene: Pat asked about what to do in online classes, and I was wondering if, for verbal, in-person, and recorded and written and gestured, yeah, suggesting… Oh, great.

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Celine Greene: Had to vary it up, yeah.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Right, right. So for… obviously, if it's in person, if, if it's an online class, then chances are the verbal in-person option would be over, like, a Zoom call versus, like, in-person in real life.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So you would probably work that out with your students. I think how I would approach this, for either an online or a face-to-face class, is I would probably survey the students within the first week of class and maybe talk about

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Feedback, and how the students will receive feedback within that first either live talk or maybe first class session.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And maybe frame it around the syllabus, if you have a how to communicate with me, section of the syllabus, I might include it in there, or a discussion around it at that point in time.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then I would probably do, like, a survey, or have students contact me, if they… if they have a specific preference. And then I would do my… my best, knowing that I might not be able to do everybody's preference, but I could maybe do two different formats, offer two formats, and ask students which one they would like.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Yes.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, so far I always gave written feedback for assignments, and I think it also depends on the assignment type, too. So, if it's, like, a paper, then maybe written comments directly in the document make more sense than, than,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: recorded feedback, but again, you can probably work out with your students, depending on how much flexibility you have, too. So if you have, like, 100 students, you might be less flexible than if you only have, like, 25 students.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So I think it, if… if you want to explore this more, I think my best recommendation to do would be to, talk to an instructional designer to brainstorm what will fit specifically for your case, for your course.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: and yes, Celine also posted, love the idea of stressing it in the syllabus and reiterate in the first class, online or in person.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, are there any other questions, before we continue?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Okay. If there are, there'll be more opportunities for questions.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: But for now, we're gonna actually do a hands-on activity where we will practice writing effective feedback. And so, while I go over the instructions, Carrie will be posting a file in the chat. Please download that file, because we will be using it for our activity.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So what will happen in our activity is, I'll have you download the file from the chat, giving students effective feedback, worksh- worksheet. So please download that so you have your own copy to work in. And I'll go a little bit over the worksheet on the next slide, but…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: the basic gist of things is, we're gonna go through 3 example students together, and then you'll have a minute to rewrite feedback. So each of these examples will have a student, a goal that they're working towards, and then their performance, and then it will have poorly written feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And full disclosure here, the poorly written feedback was written by Microsoft Copilot, which is Microsoft's version of ChatGPT, and some of them are pretty bad, so brace yourselves for really bad feedback. And then when prompted, so you'll have time to rewrite it, and then when prompted, I'll ask you to share, if you're comfortable, please share your rewrite in the chat, and I will share what… how I

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Rewote the feedback to be effective.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So again, you should have downloaded the worksheet by now. The first page of the worksheet has a checklist, that goes through those effective feedback characteristics, and you can come back to this. This is a great checklist for when you're writing your own feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And… but we're gonna focus on page 2, which is the hands-on activity practice writing effective feedback section, and we're gonna start with…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: The first student is Maya, so, hopefully, has everyone… oh, if you could give me a thumbs up in Zoom to let me know that you have

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Amy Pinkerton; BSPH CTL Teaching Toolkit: The document downloaded.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, I see a bunch of thumbs, that's great. That was a great example of gestural feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, here is our first example, Maya, and again, we're on page 2 in the document.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And the context for this is she was asked to develop a clear, persuasive policy brief supported by evidence, and she submitted a policy brief on urban housing that included relevant data, but lacked a clear argument. And the really bad feedback that Copilot came up with is.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: This isn't persuasive, you need to write better. So that's really bad feedback. So now you have, a minute, I'm gonna start some timer music.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: to rewrite this bad feedback, and there's a space in the, document where you can rewrite, the feedback. So, timer starting now.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: About 30 seconds left.

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Audio shared by Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, and that is our one-minute timer. So if you're comfortable, you can post your rewrite in the chat, but otherwise, I will…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Proceed on to how I rewrote this feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So I'll give you a couple seconds if you want to copy and paste into the chat.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, I don't see anything, but if I see anything in the chat… oh, there we go! They all came in at once. All right, so, Kathy said, your data collection was thorough and well executed, which shows strong effort and attention to detail. However, the argument you presented doesn't clearly connect to the data or support the main points of your analysis. To strengthen your work, consider revisiting your argument and ensuring it aligns more directly with the evidence you've

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Amy Pinkerton; BSPH CTL Teaching Toolkit: gathered. Kathy, that's fantastic feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then I really like how you, you were very specific in what the student did well, and very specific in what they can do to improve with some, clear guidance for next steps. So that's great.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: For Lauren, she wrote, your introduction clearly explains the topic, which is great. To make your argument more persuasive, try adding specific evidence, like facts or examples, to support your main point. Very good.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then, must say, AI-supported, yes.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, so for my rewrite, I also focused on giving specific… being specific and focused, and then I also,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: To make it a little bit easier for the student to receive, I also changed the… the… instead of focusing on the student, I focused on the performance. So instead of saying, you included relevant data, I put the policy brief includes relevant data, but the central argument isn't clearly stated. To make it more persuasive, consider starting with a concise thesis and using the data to support that position throughout.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Try revising the introduction to clarify your stance and ensure each paragraph builds towards your conclusion. So here, the only thing I did a little bit different than what's in the chat is I made it, performance-emphasized versus person-emphasized, but, it's great to see that we all were very specific and focused in our feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Oh, and then we have some more in the chat. We have, you've gathered strong and relevant data on urban housing, well done. What's missing is a clear argument that ties the data together and shows policymakers why it matters and what should be done. To improve, begin with a clear central claim. Use data selectively to support that claim. Conclude with a few actionable policy recommendations. Yes, that's also really good.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Very good feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, so now let's move to our example 2. This time we have Alex, and he has been asked to deliver an engaging, well-structured presentation using visual aids effectively.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: He gave a presentation on trends with strong visuals, but spoke too quickly and skipped key points. And the, co-pilot feedback is, your presentation was confusing and rushed, you should practice more.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Yikes. That's not good feedback. So, same as before, you have a space to rewrite this feedback, and I will start the timer now.

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Audio shared by Amy Pinkerton; BSPH CTL Teaching Toolkit: We're about 30 seconds.

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Audio shared by Amy Pinkerton; BSPH CTL Teaching Toolkit: And that is our 1-minute timer.

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Audio shared by Amy Pinkerton; BSPH CTL Teaching Toolkit: So again, if you're comfortable, please share in the chat, but then I will go ahead and share my rewrite.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So for this one, this one we had a little bit less context than Maya's example, since the… the context was just… oh, let me go back. The context was just deliver an engaging, well-structured presentation. So I… I focused my rewrite on,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Saying that the visuals, the presentation visuals were strong and well-designed, but the pacing made it difficult to follow the key points. To improve clarity, consider slowing down and pausing briefly between sections to reinforce your message.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Practicing with a timer and outlining the transitions could help make the delivery more engaging and structured. So here, again, I tried to be specific, focused, and then also I emphasized the performance being critiqued, so the presentation, versus the student.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So here we have in the chat, you presented with great enthusiasm. Oh, I really like that, the great enthusiasm.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Next time, try slowing down a bit so your audience can absorb the key points, and nothing important gets skipped. I like that, I like that. I think a student, if they were to receive that feedback, they would get the intentionality behind it. That's really good.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then… I like a glow and a growl.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Oh, very good. Then I'll give it a moment in case anyone else is copying and pasting.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, I don't see anything in the chat, but if I see anything… oh, there we go. There are many strengths to your presentation, including the organization and visuals. However, it's important to reflect on the expectations set forth in the assignment's rubric. I like that. I like how it, implies that there's a rubric.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Pay specific attention to presentation techniques, specifically pacing, and making takeaways salient to the objectives of the assignment. These efforts will… so, I really like how Celine wrote that. And Celine, I see your hand just raised.

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Celine Greene: Yeah, I think one of the things I was striving to do was not just have the student recognize their growth for the assignment, but for their growth in actually completing any assignment.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Right.

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Celine Greene: it's not just what… what you didn't do or what you missed, it's where should you have been looking for and organized yourself to begin with, because I think that that… and again, I'm obviously presuming that there's a rubric, but I think that that's one of the things that students fall into the same pitfalls, because they're trying to meet

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Celine Greene: They're trying to meet some minimum, or whatever, as opposed to learning how to do.

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Celine Greene: Like, trying to get the A, as opposed to learning how to do the assignment. I don't know if that makes sense, but that's, I think, what I was striving for then.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Right, and growing them beyond the context of the course, and saying, like, I like how you… the way that you worded it, it's towards, like, growth, not only for, like, this assignment, like you said, but, growing a skill set that they'll… they can use in other courses. Like, check the rubric, look at the expectations, check your… check the instructions. I like that.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Well done.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: I think that… I think that was communicated well.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, and now, here's our third and final example. Now we have Saoirse. I just… I love that name. ChatGPT had a different name, and I changed it, because I like this one.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: But for this, for Saoirse, we have, create a public health social media post that is clear, concise, and follows health literacy practices.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And Saoirse designed a social media post about flu prevention that included accurate information, but used technical jargon and long sentences that may confuse the general public.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And her feedback is, this post is too complicated, you need to simplify it, please redo the assignment by, and then she's given a date. So again, same as before, I'll set a timer, so you can rewrite the feedback starting now.

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Audio shared by Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Just under 20 seconds left.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, and that is our timer. So again, if you're comfortable, please, copy and paste into the chat how you rewrote this feedback, while I go over…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: what I emphasized. So for once, the, the original feedback, actually, the first sentence, focused on the… the thing being critiqued versus the student, so it says, this post is too complicated. So that's, like, that… it got that one little part right, but the rest was not well written.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, for the rewrite, I rewrote it as, the post includes accurate flu prevention information, but some of the language, and then I provided an example, may be hard for a general audience to understand.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: To align with health literacy practices, try using everyday terms and shorter sentences, and then, for example, dot dot dot. And then at the end, instead of just saying, please redo the assignment by date, I wanted to emphasize that,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, please revise and resubmit by the due date, but also, let me know if you'd like to review examples together. So, not only did I say she can redo the assignment with a due date, but I also extended an invitation. I opened my door, to the student to,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Have her come and see me if she needs more clarification or wants to review more examples.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So that… those are the things that I focused on in my rewrite. And I see we have, in the chat, Saoirse, your flu prevention post is accurate and informative.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: To make it more effective for a general audience, simplify the language and shorten sentences so the message is clear and easy to follow. That's great. I love that, because it's very, it's concise, and it's specific and focused. So that's great. Very well written.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, I'll give it a moment to see if anyone else wants to copy and paste into the chat.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, I don't see anything else, so I'm gonna keep going, but if I see anything in the chat, I will pause and share it. But first, a quick pulse check.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: This is another great example of how you can receive feedback from your students if you're doing a live talk or a session over Zoom. But I want you to raise your, to give me a thumbs up in your Zoom reactions. If you agree with the statement, I feel confident that I can give my students effective feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, I'd love to see those thumbs. Yes.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Very good. So this is a great way to get, some immediate feedback as an instructor from your students, or as a speaker, at least over Zoom or platforms that have, reactions.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So that's great, I saw a lot of thumbs. That's what I want to see.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, so now for the strategies. So I mentioned a little bit earlier that we were going to talk about strategies for how to manage feedback, especially time-saving, time-saving

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Amy Pinkerton; BSPH CTL Teaching Toolkit: practices, so we're going to talk about those now. And I want to go into this knowing that, effective feedback is great, it's essential to learning, but we're human, and that's all well and wonderful, but it's not going to work if it doesn't fit within our teaching practice. So I want to spend some time on strategies to help you actually incorporate these things

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Into your teaching practice, so your students can reap the benefits of effective feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, first I'm going to start with strategies for managing feedback, and then I'll talk specifically about how you can save time in your grading and delivering feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, first, strategies for managing, starting with align and teach. This kind of plays hand-in-hand with the focused characteristic, where your feedback is, focused on a goal or objective, or competency.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So just make sure, in this regard, this is a way that you can manage your feedback by really honing in and making sure that your comments

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Amy Pinkerton; BSPH CTL Teaching Toolkit: connect directly to your objectives, and focus comments on, what the students should improve, that specificity. So if you're not spending a lot of time writing a lot of vague comments, if you keep them focused, if you keep them specific, that can help you actually spend less time grading, because you're not creating a lot of vague comments, you're just honing in on those specific focused things.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Next is, again, also this is tied to timely, timeliness, is build chances for students to get feedback on foundational skills before the high-stake assessments. Those are those formative feedback moments throughout your course, that will help them work towards their summative.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: feedback at the end, or their big, their big thing at the end. So critically, again, critically examine your course schedule. Do your students have enough time to receive and incorporate feedback?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Before those high-stakes assessments. And if they don't have enough time, remember that then you're risking that they will develop errors or, repeat… they could repeat errors, across assessments and activities.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Next is editing. This isn't… this isn't something we… oh, we kind of hinted on this a little bit in the… emphasize the… the thing being critiqued over the person, but this is something that I see sometimes happen with TAs and, faculty who aren't necessarily sure what the

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Amy Pinkerton; BSPH CTL Teaching Toolkit: how much depth they should be editing their students, or,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: correcting students. So, avoid over-commenting, or picking apart, or nitpicking a student's work.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: By offering targeted suggestions rather than overwhelming the student with excessive corrections. You're not a line-by-line by editor for the student's paper or work. You're giving, think about overall trends, or, think of yourself as making editorial suggestions, that are focused on clarity and improvement, versus, again, that line-by-line

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Amy Pinkerton; BSPH CTL Teaching Toolkit: editing. This is especially, like, for example, if you have a student who's struggling with, like, grammar or spelling conventions, instead of

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Amy Pinkerton; BSPH CTL Teaching Toolkit: highlighting every single instance where they may have made a mistake, you might want to just say, refer them to the Writing Center, as an example, instead of editing their paper.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then finally, prompting. So, feedback… we often think of feedback as something that is reactive and,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: talking about a past… the student's past work, but it can also be an opportunity to prompt them about thinking about their future work. So you can use final comments at the end of your feedback, whatever format or method that might take.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: To prompt reflection and guide students towards the next steps and what they should look at, beyond… beyond that assignment, and maybe even beyond the confines of your specific academic course.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So see feedback as an opportunity to prompt students.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And now, finally, we got to strategies for time… saving time on feedback. And my first recommendation is always using rubrics. Rubrics are a great tool for you to use. They clearly,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: They clearly communicate what the student, how you're grading the student, so there's consistency in grading, and there's also consistency in how you're communicating feedback back to students by using a rubric. They take an initial time investment to design, but they can be reused again and again.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And this, again, saves time on grading, it'll clarify expectations, and it can even reduce grading disputes with students, so you're not spending time after you've given grades out or feedback out, on disputing with students. So, rubrics are great. Love a good rubric.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Next is consolidation, especially… this is great if you have a large enrollment class where you're giving, a lot of students feedback. So you can share common trends or frequent errors in a class-wide message or announcement instead of repeating the same comment over and over again. So you can highlight those trends and consolidate them into a,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: a, single space. And I just saw it in the chat, can we get feedback on rubrics? Can we get… oh, like, feedback from students on rubrics? Is that what you mean?

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Amy Pinkerton; BSPH CTL Teaching Toolkit: I'll give you a moment to…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: From… oh, from CTL? Absolutely, yes. If you have a rubric, or if you are designing a rubric, I would love to meet with you about it, or if you have an instructional designer associated with your course, then yes, we are happy to work with you on your rubrics. I, for one, I love looking at rubrics, so…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: I volunteer if you don't have an instructional designer.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Yes, you can ask Kathy. But yeah, CTL is happy to offer, rubric consultations.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Okay, and then, so after consolidation, we have Comment Bank. This is great. Again, this will save you time when you are,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: giving a lot of feedback out. You can build a reusable set of feedback phrases, to streamline the grading process and maintain consistency. And the way that I use comment banks is I'll have, like, a general phrase, and then, I'll pull out, like, a specific part of the student's work. So they're still getting specific feedback, but the phrasing might be from a comment bank.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So they're still, they're still, working, working through that. They're still getting effective feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Kathy wrote, Amy is our rubric master. That's great.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then finally, to save you time,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: This is another great way, especially, again, if you have a lot of students that you need to get through, is to sort your assignments into three categories. So as you're, a lot of times, if you're going through your student's work, right away, you might be able to tell if this is a needs improvement, meets expectations or exceeds expectations.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So doing an initial, sort into those three buckets can help you then focus your time on the needs improvement students, and then work on the,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: satisfaction students, and then work on the exceeds expectations. That way, at least the students who need improvement will get the bulk of your attention as you're going through your grading process. So sorting your assignments before you dive into grading, like, individually, can help,

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Prioritize the time that you do have.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, and then, speaking of rubrics…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: If you… I'm happy to, meet with you. Our CTL instructional designers, are available to, to consult with you on rubrics. But if, you're curious and would like to dive deeper into rubrics, I highly recommend, I did a…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: past Teaching Toolkit Workshop on Rubrics, benefits, and grading strategies. Thank you, Carrie, for posting in the chat. It's available on our on-demand workshops videos page. So if you want to learn more about rubrics, that's a great place to start.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Alright, and now we have about 13 minutes left, so I want to spend about…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: 5 to 10 minutes, just talking about, how do you manage your feedback to students, or if you have any successful strategies that you feel comfortable sharing. I also want to recognize that this session is being recorded, so during the discussion, I'm going to stop the recording so we can talk freely, and then I'll start the recording back up again for the conclusion. But if you're watching the recording, if you're watching this asynchronously.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: synchronously, this is a great time to think about, critically reflect on how you give feedback to your students, what's going well, and what can be improved. So for now, I'm going to stop the recording, or pause the recording, and then I'll open the floor.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: All right, and then I'm gonna reshare my screen, so you should see conclusion. So, the main takeaway for today's workshop is that feedback is essential for learning, and being able to give your students effective feedback will greatly benefit your students.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: and your overall teaching practice. So I encourage you to go forth and give good, effective feedback.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Oh, and I lost my…

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Amy Pinkerton; BSPH CTL Teaching Toolkit: controls, there we go. And I also, I wanted, speaking of feedback, I want your feedback. I want to know how today's workshop went. So please, take a moment to fill out this, anonymous workshop evaluation survey. It takes about 2 minutes, but I really do appreciate your feedback. We use… CTL uses this feedback to plan future workshops and trainings.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: So, thank you, Carrie, for posting the link to this in the chat, or you can scan the QR code on the screen.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then I originally had us… I was actually going to have us have a minute to fill this out during the meeting, but, our discussion

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Amy Pinkerton; BSPH CTL Teaching Toolkit: went over a little bit, but it was good, good discussion, so we'll skip the timer, as I share some more professional development opportunities from CTL. First is, I wanted to encourage you to check out our CTL events calendar, where you can find out more about, or find more events like this one. We love to see you at our events.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And I wanted to highlight that CCL offers departmental training for academic departments and programs, and what that means is you'll have an instructional designer work with your department to identify your

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Amy Pinkerton; BSPH CTL Teaching Toolkit: specific department training needs and wants, and we'll work with you to do that, specifically for your faculty.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And speaking of teaching teams, CTL has a teaching assistantship training course for students to prepare them to be TAs at BSPH, so you can check out the teaching assistantship Training Course for your TAs.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: I also wanted to highlight, and again, thank you, Carrie, for posting these in the chat, our Teaching Toolkit website. This is also where our events calendar is, and it's where our on-demand workshop videos are, where you can watch a recording of, recordings of past workshops, just like this one.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: And then finally, you can stay up-to-date on all things CTL on our CTL blog. But again, I hope that you found this workshop helpful as you go forth and give your students effective feedback. Thank you for attending today.

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Amy Pinkerton; BSPH CTL Teaching Toolkit: Then I'm going to stop the recording.