Examine the Different Methods for Giving Constructive (Practical) Feedback to Learners and Discuss How These Can Motivate Learners.
Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.
Feedback can be formal, such as after marking an assignment or observing practice, or given informally during a lesson (Gravells, 2012.) It can also be written or verbal. Written feedback …show more content…
Wallace (2006, p.84) refers to this as “celebrating success”.
Rogers (2004, p.44) argues that the most crucial aspect of constructive feedback is to “criticise the performance, not the person” as subjective comments can be viewed as personal prejudices, demotivating and devaluing feedback in the eye of the learner.
Huddleston and Unwin (2008) also point out that feedback should take place throughout the teaching cycle. This means that the teacher can review achievement and areas for development as a course of study continues, enabling the student’s development to be ongoing.
Feedback can also be given directly to the individual, on a one-to-one basis, or indirectly as part of a group. An advantage to giving feedback to a group is that, providing the group is supportive and committed to high standards, peers can offer each other constructive feedback (Rogers, 2004). For some learners, this may be highly motivating and it also offers more diversity in how learners receive their evaluation. However, the learning environment must be non-competitive and inclusive to avoid alienating learners and ensure everyone is treated equally and with respect. To keep students motivated, feedback given to individuals during group discussions must be non-judgemental. Comparing students with their peers should be avoided (Avis, Fisher and Thompson, 2010). Petty (2009)