WEBVTT 1 00:00:02.390 --> 00:00:04.090 BSPH CTL Teaching Toolkit: Alright. 2 00:00:04.600 --> 00:00:30.489 BSPH CTL Teaching Toolkit: Well, hello again, and welcome to today's Ctl teaching toolkit workshop on giving students effective feedback. My name is Amy Pinkerton, and I'm a senior instructional designer at Ctl. Some housekeeping before we begin the session is being recorded, and the recording will be shared with everyone who's registered after the workshop along with all of the resources and links that are that will be going over today. 3 00:00:30.490 --> 00:00:46.809 BSPH CTL Teaching Toolkit: If you have any questions. You there will be moments for QA. Throughout. If you have a question, you can post it in the chat or raise your hand during those QA. Sessions, and that's when I'll I'll answer all of the questions. So with that out of the way, let's begin. 4 00:00:50.820 --> 00:01:20.180 BSPH CTL Teaching Toolkit: Oh, let me move my sorry, my zoom bars on the way there we go. Okay, alright. So so for today's objectives, we're going to explain the instructional purpose of feedback. And then, a large chunk of today will be spent on identifying the characteristics of effective feedback. And then we'll actually do an activity in which we practice communicating effective feedback to students. And then, finally, we'll end with a discussion on strategies for managing feedback. 5 00:01:20.330 --> 00:01:33.830 BSPH CTL Teaching Toolkit: So that is our plan. So let's begin by defining feedback and feedback gives any response regarding a student's performance or behavior, and it can be verbal. 6 00:01:33.890 --> 00:01:46.519 BSPH CTL Teaching Toolkit: It can be written, or even gestural and gestural is especially important. During those like low stakes, formative activities in person, but can also happen over zoom as well. 7 00:01:47.620 --> 00:01:59.370 BSPH CTL Teaching Toolkit: So now that we've defined feedback as anything as those responses to students behaviors. I wanted to take a moment to distinguish between feedback and praise 8 00:01:59.530 --> 00:02:19.020 BSPH CTL Teaching Toolkit: and praise. While praise can be motivating for students, it's not as effective in improving learning outcomes as effective feedback that provides specific information about performance and how students can improve. So praise is a good thing, and it can be incorporated into feedback. But it shouldn't replace feedback. 9 00:02:21.310 --> 00:02:46.989 BSPH CTL Teaching Toolkit: So now that we've defined feedback as any response regarding a student's performance or behavior. Let's explain the instructional purpose of feedback and how it fits within learning the learning process. So our goal as educators is to design a classroom environment in which students learn that's our primary purpose. And to do that we must embrace feedback's place and purpose within that overall learning process 10 00:02:47.940 --> 00:03:04.179 BSPH CTL Teaching Toolkit: so feedback as part of the learning process guides learners towards the accomplishment of a goal, a competency or an objective. And it's critical in helping students sustain the motivation and effort that's necessary for that learning to occur. 11 00:03:05.890 --> 00:03:25.940 BSPH CTL Teaching Toolkit: So from a student's perspective, feedback is essential for learning, because it directs students attention to areas for growth and improvement. And also while highlighting things that they're doing well, so effective feedback from students, perspectives answers a few questions. It answers, what am I understanding or not understanding? 12 00:03:26.280 --> 00:03:29.779 BSPH CTL Teaching Toolkit: Where is my performance? Going well or going poorly? 13 00:03:30.200 --> 00:03:48.439 BSPH CTL Teaching Toolkit: How should I direct my subsequent efforts? And why is this relevant? So keeping these questions in mind from the student's perspective, when you are writing, your feedback can help guide what you include in your feedback, and you can focus on answering all of these, or narrowing it down to answering one or 2 of these. 14 00:03:49.990 --> 00:03:56.340 So I know that was a a night, a bit of a long introduction. But are there any questions so far? 15 00:03:59.270 --> 00:04:08.190 BSPH CTL Teaching Toolkit: Okay. I don't see anything in the chat, and I don't see any hand raised so. And again, there'll be more opportunities for QA. So I'm gonna go ahead and continue 16 00:04:08.270 --> 00:04:09.940 BSPH CTL Teaching Toolkit: on to 17 00:04:09.960 --> 00:04:16.670 BSPH CTL Teaching Toolkit: what are the characteristics of effective feedback, effective being the key word. 18 00:04:17.250 --> 00:04:24.099 BSPH CTL Teaching Toolkit: So to be effective, feedback should have some characteristics, and those are first specificity. 19 00:04:24.370 --> 00:04:33.760 BSPH CTL Teaching Toolkit: So when you're writing feedback, be as specific as possible, take the time to provide your students with information on what exactly they did. Well. 20 00:04:33.820 --> 00:04:42.470 BSPH CTL Teaching Toolkit: what exactly they can do to improve. how their academic performance has changed over time, and also suggestions for what to focus on next. 21 00:04:45.970 --> 00:04:49.690 BSPH CTL Teaching Toolkit: Next is timeliness. 22 00:04:49.900 --> 00:05:14.420 BSPH CTL Teaching Toolkit: So when you're giving feedback, you should try to give your feedback as soon as possible after the task behavior or assessment feedback is most effective when it's given immediately rather than a few days, weeks, or sometimes even months, down the line. It's not always possible to provide students with feedback right away or immediately, but the sooner the feedback is given the more effective. It is 23 00:05:14.930 --> 00:05:39.379 BSPH CTL Teaching Toolkit: also important to note here is that sometimes students need feedback from one assignment to do better on the next assignment. Especially if it's a a an assignment with multiple parts that are building on each other, or skills that are building. And you know, building on each other. So so if that's the case, you need to make sure that you give your students enough time to reflect and incorporate your feedback into their work 24 00:05:39.440 --> 00:05:48.009 BSPH CTL Teaching Toolkit: between when the feedback is delivered, and when the next part of the assignment or the next assignment is due. So make sure you give your students plenty of time 25 00:05:48.160 --> 00:05:50.109 BSPH CTL Teaching Toolkit: for as much time as possible. 26 00:05:52.030 --> 00:06:01.650 BSPH CTL Teaching Toolkit: Next is feedback. Effective feedback is focused. Address the student's advancement towards a specific goal or milestone 27 00:06:01.710 --> 00:06:12.029 BSPH CTL Teaching Toolkit: so it should be clear to students how the feedback that they are receiving will help them progress towards that goal, such as achieving a specific competency or a learning objective. 28 00:06:12.960 --> 00:06:20.430 BSPH CTL Teaching Toolkit: And then, finally, intentionality. The way that feedback is presented can have an impact on how it's received. 29 00:06:20.510 --> 00:06:48.030 BSPH CTL Teaching Toolkit: You know, we've all probably received feedback that we were like, Oh, thanks, or like, you know. You know how it feels to to receive feedback. Sometimes it can feel good, and sometimes it can feel kinda crummy to say, Oh, these are all the ways that I need to improve. So even the most well meaning feedback can come across the wrong way. And this will reduce the learners motivation. So by fully explaining the purpose of your feedback, you can help ensure that your learners understand how the feedback is meant to help them. 30 00:06:48.060 --> 00:06:50.920 BSPH CTL Teaching Toolkit: and we're going to talk a little more about intentionality. 31 00:06:51.000 --> 00:06:56.810 So I also wanted to talk about how good intentions can get in the way of effective feedback. 32 00:06:57.040 --> 00:07:26.450 BSPH CTL Teaching Toolkit: Sometimes we hesitate to identify what could be improved because we or we might be vague in our comm in our comments to students, because we don't want to hurt a student's feelings, but being unclear, vague, will not help a student identify what they're what they need to improve or what they're doing. Well, in fact, it could cause frustration or even perpetuate their mistakes in their academic work. So, in short, unclear feedback is unkind. 33 00:07:28.820 --> 00:07:38.840 BSPH CTL Teaching Toolkit: So if you're worried about how your feedback is being received first, focus on the performance or the behavior and not on a student as a as a person. So let's look at an example. 34 00:07:39.020 --> 00:07:41.850 BSPH CTL Teaching Toolkit: So here is a statement, 35 00:07:42.040 --> 00:07:48.360 BSPH CTL Teaching Toolkit: a comment to a student. You did not explain concept ABC clearly enough to make this argument. 36 00:07:48.550 --> 00:08:00.589 BSPH CTL Teaching Toolkit: and that could come off a little bit. Oh, like that could hurt a student feelings. So instead, consider rewriting this to make it a little more impersonal and focused on the task or behavior. So instead. 37 00:08:00.590 --> 00:08:18.640 BSPH CTL Teaching Toolkit: concept AV and C is unclear here. The argument in this paragraph would be stronger if it further explained why concept ABC, so here, in our second rewriting of this statement, and this creates distance between the student and the work being critiqued, and it also gives them some ex some specific 38 00:08:18.950 --> 00:08:30.350 BSPH CTL Teaching Toolkit: things that they can work on. So you can achieve this by thinking of feedback in terms of editorial suggestions instead of corrections. And again, doing this will make it easier for students to receive your feedback. 39 00:08:34.390 --> 00:08:43.179 BSPH CTL Teaching Toolkit: You can also prioritize your feedback. If a student is performing poorly, you might be tempted to try to correct everything all at once 40 00:08:43.190 --> 00:08:53.620 BSPH CTL Teaching Toolkit: that they are doing wrong, and that can be overwhelming to your students. Instead, prioritize your feedback by focusing on what are the most important things that a student needs to address. First. 41 00:08:54.100 --> 00:09:25.130 BSPH CTL Teaching Toolkit: consider what feedback is most important for your student, and then what can be improved right away. And then what can be improved over time? You can acknowledge less important but valid ways that they can improve. But improvement happens in increments over time, so prioritizing can help over. Avoid overwhelming your students and help your students decide where to focus their efforts on first. That will give them the most impact. So prioritizing your feedback can be really helpful, especially when you have a lot of comments to a specific student. 42 00:09:27.170 --> 00:09:41.409 BSPH CTL Teaching Toolkit: and then finally check your distribution. So another consideration is the distribution of your feedback. For example, if 2 thirds of your feedback that a student receives is about grammar document formatting and spelling conventions. 43 00:09:41.410 --> 00:10:09.989 BSPH CTL Teaching Toolkit: then this is, gonna tell your student that those things are more important than what they actually submitted than the actual content that they're they that they produced. So those things are important. But you wanna be careful that the distribution of your feedback doesn't give the wrong message to your students. You wanna make sure that your. The bulk of your feedback focuses on the really important things, the ways that they are. Your feedback is tied to your learning objectives, and the purpose of the assignment versus nit picking 44 00:10:10.140 --> 00:10:21.579 BSPH CTL Teaching Toolkit: and again, you want to make sure that you are communicating. that the things are important are what you're communicating and spending the most time on for your feedback. 45 00:10:22.660 --> 00:10:41.969 BSPH CTL Teaching Toolkit: Okay? So that was a lot. So again, effective feedback is specific, timely focused and intentional with some extra bits under intentional. So that was a lot to go over. Are there any questions so far? I saw there was some talk in the chat about resources and yes, resources will be shared. 46 00:10:41.980 --> 00:10:55.260 BSPH CTL Teaching Toolkit: and we'll also be getting a handout, which will be in the next the next section. So that's coming soon. Let's see. I don't think. See any more questions in the chat, and I'm not seeing any hands raised. 47 00:10:55.390 --> 00:10:57.560 BSPH CTL Teaching Toolkit: so we are moving right along 48 00:10:58.880 --> 00:11:00.360 BSPH CTL Teaching Toolkit: all right. So 49 00:11:00.460 --> 00:11:12.250 BSPH CTL Teaching Toolkit: now that we've talked about what is effective feedback and some of its characteristics. Now let's switch gears and think practically about how you can apply those characteristics in communicating with your students. 50 00:11:12.420 --> 00:11:25.870 BSPH CTL Teaching Toolkit: So we're actually going to do a quick activity. And I'm going to share a document in the chat where we're actually going to practice rewriting some poorly written feedback to make it effective feedback. 51 00:11:26.070 --> 00:11:31.150 BSPH CTL Teaching Toolkit: So let me throw a file in the chat. 52 00:11:32.580 --> 00:11:35.220 BSPH CTL Teaching Toolkit: which I'm a little bit 53 00:11:36.280 --> 00:11:42.030 BSPH CTL Teaching Toolkit: sorry I did not practice uploading the the files, so let me see. 54 00:11:42.670 --> 00:11:43.710 BSPH CTL Teaching Toolkit: there we go. 55 00:11:46.560 --> 00:11:59.359 BSPH CTL Teaching Toolkit: And actually, I'm going to stop sharing so I can get to my file, and this is a good point. If anyone has any questions I know already stopped for questions. But while I'm uploading the file, this is another good opportunity to pause. 56 00:12:10.190 --> 00:12:16.400 BSPH CTL Teaching Toolkit: And I am okay. There it goes. Sorry. It's taking a minute for the file to upload. 57 00:12:30.760 --> 00:12:31.630 BSPH CTL Teaching Toolkit: Okay. 58 00:12:31.770 --> 00:12:45.459 BSPH CTL Teaching Toolkit: so I just posted a giving students effective feedback worksheet to the zoom chat. So you'll need to download that file to do the activity. And I'm gonna go back to sharing my screen. 59 00:12:48.480 --> 00:12:50.450 BSPH CTL Teaching Toolkit: and then we'll begin the activity. 60 00:13:02.460 --> 00:13:08.200 BSPH CTL Teaching Toolkit: Okay? So you should see the slide and not the presenter notes and get a thumbs up. 61 00:13:09.120 --> 00:13:26.629 BSPH CTL Teaching Toolkit: Okay, perfect. Thank you alright. So hopefully, you all have your worksheet open. And so what we're gonna do is after you've downloaded the worksheet? We're gonna go through some 3 examples. So you'll notice on the worksheet. The the first page is 62 00:13:26.630 --> 00:13:50.530 BSPH CTL Teaching Toolkit: the effective is a an effective feedback checklist, and that goes over all of the characteristics that we just covered in the effective feedback characteristics section of the workshop. So that's a helpful checklist. The second page has 3 examples that we're gonna go through together. So no skipping ahead. Or if you wanna skip ahead, you can but again, we're gonna go through each example together. 63 00:13:50.650 --> 00:14:10.180 BSPH CTL Teaching Toolkit: During each example you'll have 2 min to rewrite the feedback based on the information that's there. And then. When the timer goes off. Hopefully. We'll have 2 to 3 volunteers to share what they wrote. And then at the end, I'll share how I rewrote each of the examples with some explanation as to why. 64 00:14:10.300 --> 00:14:11.870 BSPH CTL Teaching Toolkit: So 65 00:14:12.160 --> 00:14:25.600 BSPH CTL Teaching Toolkit: if, again, if there are any questions while we're doing this, feel free to raise your hand or post in the chat. As we go through. But let's start with if you're following along in the worksheet, we're on page 2 under example one 66 00:14:25.610 --> 00:14:32.390 BSPH CTL Teaching Toolkit: an example. One, says student, A received full marks for their presentation. 67 00:14:32.610 --> 00:14:40.820 BSPH CTL Teaching Toolkit: and the objective was to demonstrate a synthesis of ideas, conduct an in depth, analysis, and provide evidence for the topic. 68 00:14:40.930 --> 00:14:58.239 BSPH CTL Teaching Toolkit: and the feedback that was given was good work on the presentation, which looks an awfully lot like praise instead of feedback. So, knowing that the student received full marks for their presentation, and knowing what the objectives are, you can infer that they did all of the things that 69 00:14:58.290 --> 00:15:04.790 BSPH CTL Teaching Toolkit: all of they completed all of the objectives. There's a hint for how you might rewrite the feedback. So now 70 00:15:04.870 --> 00:15:21.519 BSPH CTL Teaching Toolkit: in your worksheets I'm gonna set a timer for 2 min. Go ahead and rewrite the feedback as if you were giving feedback to the student. And again, if you have any questions, post those in the chat or raise your hand? So I'm gonna set the 2 min timer starting. Now. 71 00:17:21.060 --> 00:17:27.599 BSPH CTL Teaching Toolkit: alright, our 2 min are up. Do we have any brave volunteers to share what they wrote. 72 00:17:31.270 --> 00:17:38.229 BSPH CTL Teaching Toolkit: Yes, we have in the chat we have quote. You brought key concepts. 73 00:17:38.940 --> 00:17:58.819 BSPH CTL Teaching Toolkit: key concepts together clearly and justified your points with appropriate evidence. Very good. You synthesize the concepts and background evidence and the analysis methods and results clearly and with the appropriate love level of depth. Great work. Very good. Very nice work. You crafted a clear summary of the concepts. 74 00:17:58.840 --> 00:18:08.249 BSPH CTL Teaching Toolkit: Oh, I Miss Ly just lost me as though there it is clear summary of the concepts with excellent supporting evidence. Did you uncover anything that surprised you? Me? I'm glad you ended with a question, too. That was good. 75 00:18:08.920 --> 00:18:22.699 BSPH CTL Teaching Toolkit: Since synthesis of ideas was clear, insightful, and complete. The in depth analysis captured all of the main points. All statements about the topic were well supported by evidence. Good work on this presentation. 76 00:18:22.700 --> 00:18:39.489 BSPH CTL Teaching Toolkit: good work on the presentation, I can tell you, did a very thorough analysis. Consider other ways that you could synthesize these ideas. What are other ways of showing the relationships between these ideas that you did not include in the presentation? I look forward to hearing your thoughts in our next class discussion. Very good, Taylor. 77 00:18:39.520 --> 00:19:03.069 BSPH CTL Teaching Toolkit: And then yes, very good. Oh, I like the Sarah. You bolted yours. He did well in the Literature Review. Your demonstration of the idea is clearly elaborated. Very good, very good, great work, everybody. You all did really great job. Well, that's it. I guess you you figured it out. We'll still keep going. But very good, like in all seriousness. Very good work. 78 00:19:03.430 --> 00:19:12.890 BSPH CTL Teaching Toolkit: a lot of you. You were specific. You were focused and you, did you? Yeah, highlighted all of the things that 79 00:19:13.330 --> 00:19:23.570 BSPH CTL Teaching Toolkit: you you connected it back to the the objectives. So very good. I think some of those were actually better than my rewrite. So here's what I what I rewrote. So the original was good work on the presentation 80 00:19:23.660 --> 00:19:41.429 BSPH CTL Teaching Toolkit: and in the rewrite I focused on specificity and focus. So, specificity being, what did the students do and focus meaning tying it back to those learning objectives. So I said, good work overall. The presentation showed a synthesis of ideas in depth, analysis, and evidence for the topic. 81 00:19:41.430 --> 00:20:05.880 BSPH CTL Teaching Toolkit: One thing that I also did was I didn't use the word. You. I didn't say Oh, you did this so I kept mine in personal, but I think for this one, since it was they exceeded expectations. I think it was appropriate to say, Hey, you did a great job. So I think in this case, your examples that were not impersonal, still worked like it wouldn't have impacted how the student received the feedback. 82 00:20:07.280 --> 00:20:30.350 BSPH CTL Teaching Toolkit: Alright. So now we're gonna do the same thing that we just did. Only, for example, 2 and was 2 min. Was that a good amount of time. Or was that too long, too short? Just right. Thumbs up if it was just right. Okay, just right. Okay, alright. So example 2. We have student B received partial credit for their recorded draft. So this is a student who 83 00:20:30.490 --> 00:20:35.399 BSPH CTL Teaching Toolkit: and address some of the objectives, but not all of the objectives 84 00:20:35.910 --> 00:20:49.930 BSPH CTL Teaching Toolkit: and the objectives were the objective was to communicate a well researched argument by demonstrating a strong understanding of issues and synthesis of ideas using supporting evidence. And here's our feedback to Student B. 85 00:20:49.990 --> 00:20:56.029 BSPH CTL Teaching Toolkit: Overall. You supported your stance with some supporting evidence and seemed to understand topic XX, 6. 86 00:20:56.040 --> 00:21:07.590 BSPH CTL Teaching Toolkit: Some parts were unclear and could be stronger. So we're gonna do the same thing where I'm gonna set a 2 min timer for you to rewrite this feedback for student B. Starting now. 87 00:23:10.290 --> 00:23:29.309 BSPH CTL Teaching Toolkit: alright, that is the 2 min timer. So again feel free to post in the chat. I'm just gonna put student student B, so that way, I can see where student A ended in student B began, but if you'd like, please share in the chat. Your rewrite. 88 00:23:42.860 --> 00:23:50.259 BSPH CTL Teaching Toolkit: Wow! Very good. So there was some. There was some strong work here with good conceptualization. However. 89 00:23:50.720 --> 00:23:58.459 BSPH CTL Teaching Toolkit: There were portions which were not quite as clear and would benefit from greater detail. Very good. So that's very specific and focused 90 00:23:58.830 --> 00:24:02.260 BSPH CTL Teaching Toolkit: and also impersonal where 91 00:24:03.780 --> 00:24:07.750 BSPH CTL Teaching Toolkit: you didn't tie it back to the you didn't use like you did this or you did that. 92 00:24:07.840 --> 00:24:32.949 BSPH CTL Teaching Toolkit: The press, the presented stance on Topic X had good supporting evidence, such as site points, references made. Very good. Very specific however, it falls short of convincingly supporting the final conclusion. The conclusion stated. Citation, however, the following evidence weren't clear. So yes, very good. very good at being specific. And then also focused on the 93 00:24:33.150 --> 00:24:36.009 BSPH CTL Teaching Toolkit: focused and impersonal. So intentional. 94 00:24:36.230 --> 00:24:49.369 BSPH CTL Teaching Toolkit: Overall. You supported your stance with some supporting evidence, and seemed to understand. Topic X. I'm unclear on how you made the connection between why and your thesis argument. Try to explain that more explicitly in the beginning. Very good. 95 00:24:49.710 --> 00:24:56.039 BSPH CTL Teaching Toolkit: Your recorded draft is on the right track. The argument is well supported by evidence in several places. 96 00:24:56.160 --> 00:25:00.010 BSPH CTL Teaching Toolkit: in some places specifically 97 00:25:00.110 --> 00:25:27.130 BSPH CTL Teaching Toolkit: examples supporting evidence needs to be strengthened. So yes, very good. Again, very good. You guys are doing a wonderful job. May rewriting these. So you were overall. You focus on specificity. You are focused on the goals of the assignment. A lot of these were impersonal, so it wouldn't necessarily hurt students feelings to receive this feedback, or they might not receive, they would receive this. Well, 98 00:25:27.360 --> 00:25:43.570 BSPH CTL Teaching Toolkit: So we're very good. Well, well done. So here is how I rewrote this and again, for this one especially, I focus on being impersonal. And again, a fo, a focus on specificity and focus on the goals. 99 00:25:43.740 --> 00:26:08.609 BSPH CTL Teaching Toolkit: So my rewrite is overall. The draft contains some supporting evidence and indicates a decent understanding of the topic for the final draft. Please expand on topic X, with further research. To make the argument more convincing, consider reorganizing the evidence to begin and end with your strongest points, and scatter the weaker arguments throughout. So here not only did I say, you know, go more into the topic, but I also gave them some 100 00:26:08.620 --> 00:26:14.570 BSPH CTL Teaching Toolkit: document structure, writing structure, advice as well that they could, they could run with 101 00:26:14.820 --> 00:26:20.749 BSPH CTL Teaching Toolkit: alright. Any questions before we go on to example 3. 102 00:26:21.320 --> 00:26:29.770 BSPH CTL Teaching Toolkit: Okay. alright. And this is our last example for the activity. So for example, 3, we're gonna do the same thing as we've done before. 103 00:26:29.800 --> 00:26:37.359 BSPH CTL Teaching Toolkit: In this case, student C only submitted a few sentences on the assignment topic and has been asked to redo their work. 104 00:26:37.530 --> 00:26:46.030 BSPH CTL Teaching Toolkit: The objective was to correctly identify variables relevant to primary stakeholders, and how these may create tensions or conflicts of interest among different stakeholders. 105 00:26:46.110 --> 00:26:52.520 BSPH CTL Teaching Toolkit: And the feedback is, you did not complete the assignment. Prompt, please redo the assignment by date. 106 00:26:52.950 --> 00:26:55.790 BSPH CTL Teaching Toolkit: So I'm going to set the timer starting down 107 00:28:57.150 --> 00:29:07.209 BSPH CTL Teaching Toolkit: alright, and that is our 2 min timer. So do we have volunteers to share in the chat, and I'll I'll I'll put another. Let's see now we're on student. See? 108 00:29:16.050 --> 00:29:45.419 BSPH CTL Teaching Toolkit: Alright. So we have. The submitted work is not sufficient to be graded. So I recommend that you elaborate more on the points that you have submitted. And ex explicit, how each point will convince different stakeholders of their different conflicts of interest. So that's good. Yeah. So there! I like how this one Sarah, how she wrote. The work is not sufficient. So it's in personal. So the student, you know, receiving this isn't like you're not insufficient. It's the work. And then also you gave them some specific ways that 109 00:29:45.950 --> 00:29:48.880 BSPH CTL Teaching Toolkit: of how to redo the assignments. That's good. 110 00:29:48.970 --> 00:30:11.980 BSPH CTL Teaching Toolkit: Next, we have. There are several aspects required for completion of this assignment, namely, you have the things list. The objectives listed. These were not sufficiently explored in the initial submission. Please review and resubmit, let me know if you have any questions. Okay, I like how you included. Let me know if you have any questions at the end cause that gives the student an open door. 111 00:30:12.080 --> 00:30:15.210 BSPH CTL Teaching Toolkit: because chances are they probably will have questions. 112 00:30:15.520 --> 00:30:43.380 BSPH CTL Teaching Toolkit: Next, we have to complete the assignment. Please identify variables relevant to primary stakeholders, and how these may create tensions or conflicts of interest among different stakeholders. Please get in touch with ta name to review the recommended approach for doing this. Very good. So not only what I like about this one. That Maria posted is it's specific. It's focused. And then also you have some suggested next steps, which is, please get in in touch with the ta. 113 00:30:43.570 --> 00:31:12.769 BSPH CTL Teaching Toolkit: that's good. And then we have. The assignment requires that you identify specific variables, link them to each stakeholder, and then identify, and then to identify any tensions or conflicts of interest as submitted. It is not sufficient for greeting. Let's find a time to meet to discuss how to approach the topic, including organization of your ideas for resubmission. Yes, very good. So here we have another one where we have specificity focus. And then that call for next steps. 114 00:31:13.070 --> 00:31:41.059 BSPH CTL Teaching Toolkit: Kathy wrote in this paper. Not all the pertinent variables were identified, and those identified did not include explanations of any tensions or dot.dot.dot. please rewrite by date and contact me. If you have questions. Very good. These id ideas are on the right track for the next draft identify how these 3 specific variables impact each stakeholder elaborate on these relationships. Submitted work does not correctly identify variables. 115 00:31:41.240 --> 00:31:47.589 BSPH CTL Teaching Toolkit: Oh, and then I like, okay. So this one says, the tas are available on days time. Location 116 00:31:48.100 --> 00:31:49.869 BSPH CTL Teaching Toolkit: could definitely help. 117 00:31:50.200 --> 00:32:15.120 BSPH CTL Teaching Toolkit: Yeah. So overall. Very good. So again, you you all did a really good job of being in this case in personal and focusing on the task, or that the, or rather the behaviors that were not demonstrated. You were specific in identifying what the student did or didn't do. You are focused on the objectives of the assignment, and then I also like that. A lot of you included some suggested next steps, including 118 00:32:15.120 --> 00:32:21.350 BSPH CTL Teaching Toolkit: either contacting you or contacting a ta, or being available for further 119 00:32:21.350 --> 00:32:24.430 BSPH CTL Teaching Toolkit: further communication with a student to help them succeed. 120 00:32:24.540 --> 00:32:39.249 BSPH CTL Teaching Toolkit: So good work. Good job. So here is how I rewrote it. So I rewrote it as again focusing on those impersonal specific focus and next steps, here's my rewrite. 121 00:32:39.320 --> 00:33:00.649 BSPH CTL Teaching Toolkit: The presentation shows some general understanding of the variables relevant to stakeholders, but does not provide any analysis. The goal of this assignment was to identify variables that are relevant to primary stakeholders, and how these may create tensions or conflicts of interest among different stakeholders please sign up for office hours by date, so we can discuss options for redoing this assignment. 122 00:33:00.760 --> 00:33:04.089 BSPH CTL Teaching Toolkit: And then, oh, I just saw something in the chat. 123 00:33:04.570 --> 00:33:29.350 BSPH CTL Teaching Toolkit: yes. So yes. So yeah. I included a due date for the student to follow up. And if, if, for example, if you were actually sending this to a student, that would be important cause you wanna make sure that they follow up with you by a certain time, and if they don't I would put that in my calendar a little reminder, saying, Has students see contacted me, and if they haven't, then that cues me to, then follow up with them and say, Hey, I haven't heard from you. 124 00:33:29.560 --> 00:33:41.479 BSPH CTL Teaching Toolkit: you know. Let's meet before class on, you know whatever day or after class, or you know whatever. So so giving them that deadline that due date to contact me as an instructor. 125 00:33:41.650 --> 00:33:47.740 BSPH CTL Teaching Toolkit: not only helps the student know. Oh, I needed to do this, but also cues me if I don't hear from them by that time. 126 00:33:48.910 --> 00:33:54.439 BSPH CTL Teaching Toolkit: Okay, so very good. Any questions about the activity so far. 127 00:33:54.440 --> 00:34:19.199 BSPH CTL Teaching Toolkit: or the activity that was the activity. So any questions about the activity. And I hope that you take this worksheet. So the first page again, is just the checklist. So feel free to take that I know that it's it would be probably unfeasible to go through the checklist every single time you're giving feedback. But if you're writing feedback, especially feedback that might be difficult to write. I find that it's a helpful tool that you can return to. 128 00:34:19.350 --> 00:34:24.269 BSPH CTL Teaching Toolkit: Again and again to kind of help, reframe or refocus when you're writing feedback. 129 00:34:24.960 --> 00:34:34.840 BSPH CTL Teaching Toolkit: Alright. So that ends the communication section, and I don't see any hand raised or questions in the chat, so we'll now talk about strategies. 130 00:34:34.860 --> 00:34:56.449 BSPH CTL Teaching Toolkit: So we focused a lot about what is effective feedback. So now let's switch gears and talk about how to actually incorporate feedback into your grading practice. So strategies for managing your feedback. A lot of time saving tips things like that, and to to start things off. I am excited to 131 00:34:56.449 --> 00:35:23.949 BSPH CTL Teaching Toolkit: about our guest speaker. I'm joined today by my fellow senior instructional designer, mia Lamb, who is also an associate in the health policy and management department, and she's gonna share some ways that she incorporates feedback into her 3 credit course teaching, learning and leading in the classroom, in the workplace and in the community. So I'm gonna stop sharing my screen and pass things off to mia. And thank you so much, mia, for joining us today. 132 00:35:24.350 --> 00:35:26.430 Mia Lamm: Sure, can you hear me? Okay. 133 00:35:27.020 --> 00:35:27.690 Mia Lamm: yep. 134 00:35:28.100 --> 00:35:48.809 Mia Lamm: okay. So Hi, everybody. Amy asked me to share just a brief brief description of how feedback works in a class. I teach and I'm really happy to be part of this discussion. It's really interesting. So thank you. It's a big interest of mine as well. And that feedback rubric is great. I'm definitely sharing sharing that with our teaching team, too. 135 00:35:48.830 --> 00:36:08.260 Mia Lamm: So the class, as Amy mentioned is called teaching, learning and leading, and it was actually originally developed by Dr. Beth Resnick and Dr. Gundal Labosh I worked as their instructional designer, and then began teaching the course along with a Ctl. Colleague, Ira Gooding, a few years ago. 136 00:36:09.070 --> 00:36:23.989 Mia Lamm: So what is really special about this course design is the feedback cycle, and where this scenario I'm sharing for this class takes a different tact than what's been discussed so far is that the feedback? It's a 137 00:36:24.530 --> 00:36:36.169 Mia Lamm: pretty complicated designing that's coming from both the teaching team and the students for every student every week. And just for a little context, this is a required course for the Dr. Ph. Students. 138 00:36:36.250 --> 00:36:56.090 Mia Lamm: We do have some Mph students that join us. Our students primarily are working professionals and leaders, and they bring a wealth of experience to their student roles in the class so they can choose a topic related to their work or environment that they're interested in. So that's custom to what they want to work on. 139 00:36:56.230 --> 00:37:02.880 Mia Lamm: and it follows a six-step framework to develop their educational intervention for a problem. They've identified 140 00:37:03.930 --> 00:37:17.439 Mia Lamm: the course design is meant to be an iterative process where students revise their plans based on feedback. So it's very heavily integrated. And integrate those insights while developing each step of their plan. 141 00:37:17.470 --> 00:37:25.840 Mia Lamm: and this approach really helps them to apply and tackle like tackle real-world challenges and apply solutions 142 00:37:25.860 --> 00:37:37.899 Mia Lamm: to learning with effective educational like skill sets and models right. So all the while hopefully honing their skills as teachers and learners and leaders in their field. 143 00:37:37.970 --> 00:37:39.740 Mia Lamm: So 144 00:37:40.310 --> 00:37:50.919 Mia Lamm: the primary assignment just to give a little bit. A little bit of information about it is structured within the course. The practicality is that it's structured within the course plus wiki tool. 145 00:37:51.560 --> 00:38:00.280 Mia Lamm: and each student has their wiki, an individual wiki, and then collaborates with between 2 and 4 peers. Ideally we found 3 in a group. 146 00:38:00.290 --> 00:38:16.719 Mia Lamm: Then we mass match them as best we can by topic area, and the feedback is most of their work in this class. So after engaging with the didactic materials. Students then create a substantial post in their wikis every week that represents a section of their plan. 147 00:38:16.960 --> 00:38:38.540 Mia Lamm: These posts are then reviewed and commented on by their peer group members and the teaching team also weekly. And then students utilize the feedback to refine their projects iteratively so throughout the whole term, while also being required to respond to feedback provided. So it's a continuous cycle of feedback learning and improvement. 148 00:38:39.850 --> 00:39:05.680 Mia Lamm: as you can imagine. It can appear really daunting to them. And it's a pretty heavy workload as well for the teaching team. And I think students at the beginning. It can be a little overwhelming, and I think students find comfort in that. The feedback process and expectations for feedback are routine. They're stated upfront, and they're shared throughout the term, and they're following 149 00:39:05.760 --> 00:39:09.449 Mia Lamm: a pattern throughout the entire term the same every single week. 150 00:39:09.680 --> 00:39:23.049 Mia Lamm: So this allows sort of a lighter cognitive load for the students that they, as they start to experience it and take part in it, it becomes it becomes little easier. So 151 00:39:23.600 --> 00:39:46.349 Mia Lamm: some of the strategies we take to help students adjust and also understand the expectations. We provide a feedback rubrics. We provide rubrics for both their feedback as well as how we grade and and what quality feedback looks like. We open office hours each week to have sort of an informal and flexible discussion with any questions. 152 00:39:46.350 --> 00:40:00.860 Mia Lamm: and we also use the peer assessment tool so they can provide responses to how their group worked. The quality of feedback they received and what didn't work well, which also factors into grading. So I should note, too, that the grading 153 00:40:00.870 --> 00:40:12.910 Mia Lamm: is set up so that everything related to the major project project project, including their commenting, the feedback is pass fail until they submit their final Ed plan, and in that final grading the quality and use of feedback is weighted 154 00:40:13.310 --> 00:40:19.260 Mia Lamm: right? So one area we found consistently problematic is that there's so many moving parts. 155 00:40:19.430 --> 00:40:30.719 Mia Lamm: The lack of clarity and expectation caused issues. As so we most recently to try to improve by using part of a live talk, to do a mini lesson in how to give feedback. 156 00:40:30.770 --> 00:40:40.110 Mia Lamm: I share kind of a classic tool for them to use. You may have heard of it called the 3 C's. So those 3 C's are to always provide a compliment. 157 00:40:40.290 --> 00:40:57.199 Mia Lamm: a comment and a connection. And we actually added a fourth C for context, we felt that that depth was needed. To the model. So. This is an approach that the teaching team also models as well in their own feedback. And we try to. You know. 158 00:40:57.470 --> 00:41:08.750 Mia Lamm: kind of show what we're our expectations are by providing that right. We also provide exemplars for each step of their project. What feedback would look like, what parts of the project look like. 159 00:41:08.890 --> 00:41:32.660 Mia Lamm: and we use we post learning objectives for every each week's activity. So we found it really helpful not only to use those learning objectives for our own feedback, and what the goal of that section might be, or what that weekly activity might be, but also encourage students to look at it. Look at the learning objectives, and use that to inform their own responses. 160 00:41:32.660 --> 00:41:51.280 Mia Lamm: so this has really helped immensely, and we get much fewer questions, and which also cuts down on our workload as well. But really the engaging and constructive dialogue and feedback in this way really contributes to you know each other's development and gaining some really valuable perspectives. 161 00:41:51.370 --> 00:42:01.380 Mia Lamm: And that's I know, a little bit of a different scenario, but I welcome questions about it or discussion later, if if it's of interest. 162 00:42:03.480 --> 00:42:17.470 BSPH CTL Teaching Toolkit: Yeah, thank you so much. Mia are there any questions or comments for mia? This? Thanks. I do have a quick question. Mia, this is Taylor from Ebbi. At what point in the Dr. Ph. Do students complete this course? 163 00:42:17.600 --> 00:42:29.270 Taylor Binnix Baylus: There they could be. Usually it's a little bit earlier on, but it could be at any. I don't think there's a specific time in their schedule. Okay, great 164 00:42:29.590 --> 00:42:31.000 Mia Lamm: thanks. And 165 00:42:31.250 --> 00:42:36.699 Mia Lamm: the founding faculty. Thank you, Elizabeth, and Elizabeth took the course 166 00:42:37.970 --> 00:42:38.930 Mia Lamm: as well. 167 00:42:41.260 --> 00:43:02.980 Elizabeth Serlemitsos: Sorry. Just finding my unmute. I did take the course, and I wanted to. Actually start with a compliment of it was a great course and and in fact, really fed into the way I designed the course I teach which is a leadership course which involves a ton of group work. And so we 168 00:43:02.990 --> 00:43:17.010 Elizabeth Serlemitsos: use the the approach that you all use, not so much with the wiki, but with voicethread, with the weekly assignments, and then mandatory like mandatory, everybody had to give has to give feedback to at least 2 other groups. 169 00:43:17.020 --> 00:43:25.240 Elizabeth Serlemitsos: on their on their work. So we have completely built in that whole approach to feedback, including a rubric 170 00:43:25.290 --> 00:43:36.679 Elizabeth Serlemitsos: and and I think, taking my takeaway from this is that, in fact, actually, it would be really valuable for us to include something in our teaching on 171 00:43:37.030 --> 00:43:44.519 Elizabeth Serlemitsos: giving feedback, which is an important aspect of important leadership skill as well. So thank you very much for all that. 172 00:43:44.700 --> 00:43:59.800 Mia Lamm: Sure. Yeah. I was gonna ask if, because that seemed to be a little bit of a gap in. It's not that easy to give. Like as Amy's walking through it. It's not that easy to give constructive feedback, and it is a skill set in its own, really valuable. So we definitely found 173 00:44:00.210 --> 00:44:10.820 Mia Lamm: doing a little bit like a little mini lesson, or doing a little bit of coverage really made and made such a big impact. So it was worth the time, the sacrifice of the time to do that. 174 00:44:12.060 --> 00:44:36.519 BSPH CTL Teaching Toolkit: Very good. I'm excited to hear. I always love to hear when rubrics are used. So II think they're such a great tool. And we're actually gonna talk about rubrics in a minute. But one final question for me that I had is not thinking about the timeliness of feedback, especially when you have. You're receiving feedback in time to improve before the next due date. How in like 1 min or less, how was that managed 175 00:44:36.680 --> 00:44:47.109 Mia Lamm: so feedback? So the material the work is posted on Tuesday every Tuesday. and the feedback is expected by every Saturday, and that is a little tight turnaround, I think. 176 00:44:47.270 --> 00:44:55.800 Mia Lamm: and there's a rubric for grading. So like there's some flexibility built in as long as communication is there? I think 177 00:44:56.390 --> 00:45:16.000 Mia Lamm: I think that some of the stresses alleviate it a bit, because the there it's it's very. It's it's informal, a bit informal. So I don't think it has, you know. So I think students understand, doesn't have to be, you know, perfection or anything like that. But that's sort of like an informal 178 00:45:16.110 --> 00:45:26.080 Mia Lamm: conversation that's going on in the Wiki. Yeah. Okay, so kind of take some of the pressure off. They're not. That's good. 179 00:45:26.110 --> 00:45:35.699 BSPH CTL Teaching Toolkit: Alright. And then, if there are no other questions for mia I'm gonna you. We're it looks like we have about 15 min left. So I'm gonna talk about some strategies and tips. 180 00:45:35.920 --> 00:45:39.190 BSPH CTL Teaching Toolkit: So oh, let me go back to my 181 00:45:40.500 --> 00:45:42.040 BSPH CTL Teaching Toolkit: presentation here. 182 00:45:42.240 --> 00:45:59.499 BSPH CTL Teaching Toolkit: And again, mia, thank you so much for talking about your class. That sounds so so interesting and like a such a great great course. It's always great to hear things that are going around at the school. Alright so oh, and you should see my slides, but not my presenter notes. Correct? Okay, good. 183 00:46:00.090 --> 00:46:27.760 BSPH CTL Teaching Toolkit: I'm always mortified that everyone's gonna see all my notes when I do this. Okay? So so strategies for feedback again, as mia mentioned. feedback is so important, but it can be sometimes hard to do to to synthesize with your grading structure, especially if you have. You know, we all all have a lot of things to do, and we sometimes we have really large enrollment classes. So hopefully, some of these strategies will help 184 00:46:27.890 --> 00:46:41.260 BSPH CTL Teaching Toolkit: So some strategies that I wanted to. Highlight first is focused comments. So when you're going through, especially if you're using course plus gradebook at the end of the gradebook you can post comments to students. 185 00:46:41.260 --> 00:47:06.020 BSPH CTL Teaching Toolkit: And one thing that I recommend is using those comment spaces to teach rather than to justify the grade. So again, focus on what you'd like. Your students like the the main key takeaway, what you like. Want most your students to address in the future. And then link your comments again to the feedback for goals, for the assignment. So keep that specific and focused. But that overarching comment, user. 186 00:47:06.020 --> 00:47:10.590 save that space for the main primary thing that you want students to focus on 187 00:47:11.280 --> 00:47:41.249 BSPH CTL Teaching Toolkit: next is early opportunities. So plan for early and frequent opportunities for students to get feedback, especially on ways of thinking, writing, or problem solving that they'll need to use later and that way they can develop those skills and they won't repeat common errors later down in the course. So in class, active or collaborative learning exercises can be a good moment to provide formative feedback in class when students are practicing those new skills or learning new concepts. 188 00:47:42.360 --> 00:47:52.540 BSPH CTL Teaching Toolkit: Next is to avoid over commenting or picking apart. Your students, work instead. Think of yourself as making editorial suggestions rather than corrections. 189 00:47:53.400 --> 00:48:06.940 BSPH CTL Teaching Toolkit: And finally, in your final comments to students, ask questions that will further guide, and their inquiry, that will spark that curiosity in them and sort of guide them on where where to go to next. 190 00:48:07.950 --> 00:48:26.870 BSPH CTL Teaching Toolkit: Now let's talk about time saving tips, because again, writing effective feedback takes time. So and my best tip is something I'm passionate about using rubrics. A well designed rubric can reduce time spent on grading although rubrics require a lot of initial time investment to design and develop 191 00:48:26.870 --> 00:48:42.850 BSPH CTL Teaching Toolkit: once they're developed, they can be reused term after term. So rubrics are great way to save time. And they also save time by reducing graded grading disputes. By making assessment criteria explicit to both graders and students. 192 00:48:42.980 --> 00:48:50.489 BSPH CTL Teaching Toolkit: So rubrics are great. Next, especially if you're in a large class, consider consolidating your general feedback 193 00:48:50.590 --> 00:49:18.590 BSPH CTL Teaching Toolkit: faculty. Can. Yeah, you can consolidate feedback by highlighting. General student performance trends or frequently missed points in a class wide email or announcement. Again, this is particularly helpful for large classes, or when faculty find themselves giving the same comment or feedback over and over again. So think about alternatives to writing comments, on every individual students work instead sending out. These were general trends. 194 00:49:18.870 --> 00:49:31.129 BSPH CTL Teaching Toolkit: You could even have the class free to sample student work together. That's been anonymized. To look for some common themes, or apply evaluation criteria to all of your students at once versus individually. 195 00:49:31.760 --> 00:49:48.000 BSPH CTL Teaching Toolkit: Next, it's not as great as a rubric, but it's getting. There is having a comment bank. If you're writing the same feedback on multiple papers again, you can consider creating a comment bank of these phrases to copy and paste for efficiency. 196 00:49:48.570 --> 00:49:56.830 BSPH CTL Teaching Toolkit: and then finally sort your assignments when grading, especially written or large, like projects. 197 00:49:57.000 --> 00:50:07.149 BSPH CTL Teaching Toolkit: consider sorting your student submissions into 3 categories. The first category is exceeds expectations, the second is the satisfaction they passed. 198 00:50:07.170 --> 00:50:32.030 BSPH CTL Teaching Toolkit: and the third is needs improvement, focus, grading and feedback time on those needs. Improvement students first, and then look at your second bucket the ones where they were average, and then finally end your grading time with the students who exceeded expectation. And that way, the students that really need your focused feedback gets your feed gets your your primary focus or the most chunk of your time 199 00:50:32.110 --> 00:50:33.439 BSPH CTL Teaching Toolkit: when you're grading. 200 00:50:34.620 --> 00:50:47.070 BSPH CTL Teaching Toolkit: you can also. So remember that feedback is any response regarding a student's performance, and it can be verbal, written or gestural. We talked about that when we defined what feedback is. So consider 201 00:50:47.120 --> 00:51:04.120 BSPH CTL Teaching Toolkit: exploring other feedback delivery methods as well. When we think of feedback, we tend to think of written feedback. But it could also be a recorded video. So you can do do verbal in person where you're meeting with students in office hours. You could record it as a video or an audio. 202 00:51:04.380 --> 00:51:16.070 BSPH CTL Teaching Toolkit: Again written, that's the standard. And then finally, gestural, especially either, and that those synchronous either in person or virtual environments. 203 00:51:16.780 --> 00:51:35.869 BSPH CTL Teaching Toolkit: You can also consider giving your students a choice in how they receive your feedback. Some students might prefer getting written feedback, but others might like to meet with you in person, or have a recording of your voice. So if you have the capacity, consider giving your students some choice and how they receive feedback from you. 204 00:51:37.670 --> 00:52:01.959 BSPH CTL Teaching Toolkit: Okay. So before we we end, which I know we only have a few minutes left. I wanted to highlight. If you're interested in rubrics, we have a I did a past workshop on rubrics, and the recording for this is available on our Ctl on demand. Workshop videos. Page as I mentioned, rubrics are great way to save you time. So if you're interested in learning more, please check out this recording, and I'll share the link to this 205 00:52:01.960 --> 00:52:09.780 BSPH CTL Teaching Toolkit: in the follow up resources after the workshop. But I highly recommend, if you're interested in in 206 00:52:10.200 --> 00:52:33.439 BSPH CTL Teaching Toolkit: enhancing your grading strategy. Alright. So, in conclusion, feedback is essential for learning and being able to give your students effective feedback will greatly benefit not only your students, but also your overall teaching practice. So I hope that you enjoyed this workshop. And now I'm just going to share some follow up resources as we close out today's workshop. 207 00:52:33.640 --> 00:52:55.500 BSPH CTL Teaching Toolkit: Oh, thank you, Lou, for posting that in the chat. Alright. So I wanted to highlight that Ccl has some professional development opportunities. If you're a faculty at Bsp, please check out our essentials. Of course, design, development and teaching at the Sph. H course, it's an online self paced course developed specifically with faculty in mind. 208 00:52:55.560 --> 00:53:08.059 BSPH CTL Teaching Toolkit: We also have a a teaching assistant training course. And that is again, self paced and online and developed specifically for BS. Ph, tas, so if you're a ta, I highly recommend 209 00:53:08.070 --> 00:53:17.459 BSPH CTL Teaching Toolkit: we have workshops like this one. So check out our events page. And then also our on demand workshops, videos, page for pet recordings of past workshops. If you missed one 210 00:53:17.470 --> 00:53:27.570 and I also encourage you to to subscribe to our blog and check out our teaching toolkit website for other resources. We have a lot of resources out there. So 211 00:53:27.580 --> 00:53:30.719 BSPH CTL Teaching Toolkit: I hope that you take advantage of those opportunities. 212 00:53:31.140 --> 00:53:53.680 BSPH CTL Teaching Toolkit: and last, but not least, feedback is important, not just for your students, but also for you as instructors, and for me as a workshop facilitator. So please take 2 min to complete this survey. I really appreciate it. We we do look at the survey results whenever we're planning workshops like this one, so it would greatly help me if you 213 00:53:53.680 --> 00:54:09.070 BSPH CTL Teaching Toolkit: if you took the time to fill out the survey and let me know how I did. And with that I'm just going to open the floor to any final questions. But otherwise, thank you so much for joining me today, and I hope that you found this a valuable experience, and I hope that you go out and give your students some effective feedback. 214 00:54:10.620 --> 00:54:13.529 BSPH CTL Teaching Toolkit: So now the floor is just open for questions 215 00:54:13.740 --> 00:54:18.140 BSPH CTL Teaching Toolkit: and thank you for thank you, mia, for sharing those links in the chat. 216 00:54:23.310 --> 00:54:30.610 BSPH CTL Teaching Toolkit: Alright if I don't see any. Oh, I see hands! No hands are raised. Oh, thank you so much. I'm gonna stop the 217 00:54:30.960 --> 00:54:34.059 BSPH CTL Teaching Toolkit: gonna stop sharing and stop the recording.