feedback on reflective writing

Let's see. When you deliver feedback, the coach should be direct, use first person, and be as precise as possible. The rambling and giving too much feedback. Joyce: I see someone said providing materials, or what she does is a lot of modeling and demonstrating, as well. I just wanted to share those resources again. This is just another kind of newer resource that's out, and that's an interactive curriculum consumer report. Please complete the feedback form after you have attended. Lucas C. (2016), The relationship between reflective practice, learning styles and academic performance in pharmacy education. So, for example, "You stopped in the story and expanded on what Jamie pointed out," verses, "You were very responsive to the children during story time." So, we want to remember that, in order for coachees to feel comfortable to reflect, we need it to feel non-judgmental, and it should be a safe place for coachees to try out new things. (AWARDED BEST TEACHING INNOVATION POSTER), Immediate, personalised feedback on reflective writing, Knowledge Cartography: mapping deliberation on wicked problems, Writing Activities with Writing Analytics, Reflective writing analytics for actionable feedback, Evaluating Machine Learning Approaches to Classify Pharmacy Students’ Reflective Statements, The relationship between reflective practice, learning styles and academic performance in pharmacy education, Accessorizing the Science Foundation with Internal Mirrors: A Novel Open Source Tool to Enhance Reflective Practice, Pharmacy Students’ Utilization of an Online Tool for Immediate Formative Feedback on Reflective Writing Tasks. Write a draft. I see here we have instances that video seems to work best, because it gives them an outsider's view of their own practices. If students are supposed to improve their reflection skills, written feedback comments on their reflective writing should preferably be formulated as a question. In the event that you get a response like this, you just, just like I mentioned above, you want to volley it back to the coaches and ask something like, "What is one thing that went well, that you thought went well?" We have someone that offers up a coaching strategy. You can find video briefs. Alright. What happens if we offer ... Too many choices and we don't prompt the coachee to identify what to work on, they could end up not trying any of the suggestions. They're receiving the coaching. And maybe sometimes just volleying it back to the coachee and asking, "You know, I've noticed that this, whatever is happening, happens frequently. Feedback can be encouraging and help people feel appreciated and valued. "What strategies do you use throughout the day to reinforce the classroom rules?" And sometimes, it might be helpful if you don't announce like, "Let's try role-playing," it could be that you say something like, "Let's practice -- I will be the parent, and you tell me what you would see." distill key insights from the scholarship into the teaching and learning of good reflective writing, to design a formal, implementable model that – in principle – should be applicable to a wide range of reflective writing contexts (, understand the academic’s specific educational challenge in context (e.g. So, that's what we're going to be talking about today and I'm going to turn it over to Sarah, and she's going to kind of get us started with our conversations today. So, don't let the name fool you. If the video is long, it's best that the coach select a segment to watch with the coachee, and the video that is captured should be around the implementation of the goal or practice, of course. So, we have that resource available. If you are new to reflective writing you might find it useful to start with something simple like Driscoll's What Model. You could be helping with the environmental arrangement, and that would be when the coach offers the coachee with help setting up the learning environment or by creating or adapting materials or physically arranging the space. It can help the coach think about if there are opportunities maybe to provide more supportive strategies or try a different strategy. Explore how to deliver feedback in a way that promotes change in practice. 1260-1267. OK. Alright. Avoid vague adjectives such as ‘okay’ or ‘nice’ as they don’t really offer much insight into your feelings and personality. College students are assigned a lot of writing. When you ask for feedback, you are no longer working in a void, wondering whether or not you understand the assignment and/or are making yourself understood. Joyce: And, Sarah, Barbara just shared one I thought was kind of neat. So, coachees build confidence and competence when they're given the opportunity to reflect and brainstorm strategies rather than being told what to do or how to do it. I've implemented using graphing. It's important that ... That if you offer more than one suggestion, that you ask the coachee what they'd like to try. Last one, and then I think we'll move on. So, in order to provide feedback, it starts with the information that you're collecting during the observation. There are three types of a reflection paper, and depending on which one you end up with, the tone you write with can be slightly different. We might ask interpretive questions that could be used to encourage coachees to share their perceptions or feelings about the events or actions. So, maybe that's a way for the coachee to be able to reflect and say, "OK. Some might be new to you, and some might be just some friendly reminders and refreshers. Reflective writing is widely used to trigger the process of self-reflection that is necessary for metacognitive regulation, and for the effective integration of academic knowledge with experiential professional knowledge. This means that the way you structure your writing will be determined by the purpose of the task, and … You may need to do some reflective writing as part of an assignment for your course. Coaching is something that happens with coaches and not to them. I'm going to give you some time to see the responses coming in. You could even graph it at that time. Using the Q&A widget to answer the question, "What challenges do you face with providing either supportive or constructive feedback?" And her question was, "What do you do when you're trying to give feedback and the coachee, like, physically just avoids you, and you're not able to have that time together?" It's a vicious cycle." experiences writing reflective essays and perceptions of teacher feedback on these essays. Which would you like to try?" So, I think sometimes we need to step back and think, "What is the breakdown?" My post today is a personal reflection on effective feedback use. So, that's where that preparation beforehand can help really deciding what's the most important and what's going to impact coachee practice the most. students are struggling to  produce good reflective writing about their work experience placements), establish the mapping to the features that our text analytics tool is able to detect, evaluate the performance of the parser (in. And then finally, if you have trouble, you're trying to refresh your browser by pressing F5, and then be sure to log off of, you know, any kind of VPN or network that you're on, or even closing out from your browser tab. The impact of different types of patient feedback in triggering reflection primarily depended on the extent to which the feedback was experienced as personally relevant, meaningful and emotionally salient. Both of these sets of responses are intended to support you in taking the draft to the next stage. Here your job is to write feedback about a book, movie, or seminar you … It takes time to think about the questions that you want to ask and the feedback that will be the most impactful, and it takes time to also gather resources that can help support that coachee in their implementation. The start of the new year is a good moment to distill the key ingredients of the 2 year collaboration around writing analytics (automated feedback to students on their reflective writing), that CIC has built with UTS academic Cherie Lucas from our School of Pharmacy. Pulses. So, reflection and feedback is the time for the coach and the coachee to reflect on the observation and the data that the coach collected based on the action plan. It's really a time to support and problem solve together and also to identify additional supports or resources that are needed. So, you want to really think about the feedback that you're going to deliver and the questions that you're going to ask. We want to think about the information that we want to gain from the coachee, and then decide what type of question would help to elicit that sort of response. I have thought of that. When we provide too much feedback, either supportive or constructive, it becomes overwhelming, and it can become unclear on what to continue doing. So, the coachee also knows what will be feasible to put into place in their environment. "How can you help her feel more comfortable with peers?" Automated feedback on reflective writing. We want to be careful of reflective questioning that's too broad or vague. From the sound of the wind to the chirping of birds, everything becomes a part of … This can help the coachee think about their implementation of the practice, and it also will provide the coach with more information about what the coachee did and why the coachee did it or even how the coachee feels about their implementation of the practice or how comfortable they feel. So, encouraging thoughtful reflection and giving good feedback is an art that coaches really need to learn. You want to ask the coachee to reflect on additional ways to improve that practice. Writing a reflective essay is not persuasive writing where you have to convince your readers to accept your opinion. The setting is a Doctoring course at the Warren Alpert Medical School of Brown University, which includes reflective writing assignments, termed "field notes", combining students' reflective writing with ongoing individualized feedback from small group faculty. Feedback is a crucial aspect of the learning process. So, that was the only thing that I thought of. That's kind of another way of having her to reflect on is that the best thing to do? It feels like they always just want the answers. Sometimes it is given as a stand-alone assessment task, for example, when you’re asked to reflect on your own learning in light of educational theory. Coach: Well, I was kind of thinking about her because I noticed, I think you had her writing or doing something there, doing that. So, sometimes when we ask broad questions, we receive a more closed-in response, like, "It went well." With reflective essay writing, you will start to appreciate even the small things that surrounds you. •MC reviewed all completed self-reflection sections: •Indications were students had read feedback •Students had engaged with feedback: clear indications that students attempted to use it to improve the subsequent report. Tips on Writing a Reflective Essay. So, for example, when you asked Tineka to clean the car, she did it, and you said, "Good job." That's another great resource for kind of supporting your coaching practice, no matter if you're coaching a classroom teachers, or home visitor, or family child care providers. A learning diary is similar to a journal, but may require group participation. That can also help for you to have kind of just the best experience possible. I found that to be really successful with a coachee because you can like visually represent the data that you take, and sometimes, it makes more sense. That's right. The best approach for any particular instructor depends on your purpose for giving the feedback, the amount of time available to you, and your preferred communication style. •Students made use of opportunity to ask marker for comments on specific areas of writing … Interviews were con ducted w ith two students to follow-up on questionnaire responses. Role-play would be when the coach or the coachee act out a practice and what it may look like during the meeting. Or if you're asking them to implement a practice that maybe they're not ready to implement, it could be that you might need to modify the goal or the practice that you're working on. Then I see another one here, too. Also, find resources that support coaches’ implementation of this PBC component. Do not jump hastily onto formal writing.Write a draft where you can create a bulleted list of the things that you want to share. And, again, if you are not a member of the MyPeers community, you can access, you can gain access via the ECLKC. So, you simply just click on the widget, and move it, and drag and drop, resize wherever you want it on your screen. "Has the family said anything about noticing behaviors at home?" Outside of observations, reflective conversation, and supportive and constructive feedback, the rest of the strategies are really optional, but they can really enhance the observation or the meeting. I have this problem sometimes. That was why she had more of those things checked, and what I was doing was, I took one of the rules and that's what I had her writing, what she wasn't doing. Tone and Structure. Background. Reflective Writing Analytics for Actionable Feedback Andrew Gibson1, Adam Aitken1, Ágnes Sándor2, Simon Buckingham Shum1, Cherie Tsingos-Lucas1, and Simon Knight1 1University of Technology Sydney, Australia 2Xerox Research Centre Europe, Meylan, France 1firstname.lastname@uts.edu.au,2agnes.sandor@xrce.xerox.com ABSTRACT Re ective writing can … You could review video. She's a target child. Sarah: That's a great one. It could be that your coachee needs you to provide them with a few suggestions, and then let them choose from those suggestions. So, I think this ties back to what you were saying, Joyce. "What time of day does this behavior normally happen?" So, we want to hear from you. Effective feedback allows us to review, reflect and improve our performance. So, that connection to home to see if these are things that the family might be noticing, too. I thought that was kind of a nice connection here. So, we all know that time, time is going to be one of our biggest challenges when we're trying to navigate coaching, multiple coachees, and different schedules. So, when a coach collects data, it should be directly focused on the action plan goal, and it should focus on what the coachee is doing or saying, as well as what the children or the families are doing and saying as it relates to that coachee's goal. So, you want to be sure to ask specific questions, avoid those broad or vague questions, which can lead to close-ended responses, and be prepared with more questions in the event that you receive a more closed-ended response. You're able to upload video and actually kind of timestamp it and provide feedback kind of there in the moment. Problem solving. For the reflection and feedback section of the log, reflective question, conversation is present and so are supportive and constructive feedback. And so yes, just to kind of continue the conversation about resources, we just want to kind of continue in sharing some of the resources that are available. We'll have people that we're coaching, and they don't see all the wonderful things that we see and that's a great solution -- to videotape to kind of show that coachee all the wonderful things that they're doing. The Gibbs’ Reflective Cycle will be used as this is a popular model of reflection. The best approach for any particular instructor depends on your purpose for giving the feedback, the amount of time available to you, and your preferred communication style. You really want to get your point across. Oh, because this strategy, Barbara says, is more a team-based approach. You can ask questions, add suggestions, argue with the material and question your own experiences or previous understanding. This helps us understand why we have to take a quick action in a certain situation. So, it might be that there's a misunderstanding of what she's supposed to be doing at that time. when reflecting. So, for example, if you ask what he think would happen if you let Benjy select his center first, and the coachee said something like, "I don't know," you want to have another question prepared to prompt a deeper reflection from the coachee. And that can certainly be a challenge. The resources on the ECLKC are kind of categorized by topic. Instead of putting up defenses when you receive criticism, take a deep breath and try to see the comments from the reader’s point of view. The first example really points out what's happening, and there's no vague terms that, that have a lot of different meanings. Tell me a little bit about that. There are many ways to give feedback on student writing. They're also more likely to integrate these strategies into their practice if they have input and buy in. Clearly state what was observed, but also be careful not to provide too much feedback. Reflection which encompasses critical and analytical capabilities is a critical 21st century skill for students to develop. So, let's begin the reflection first. So, you have to prepare for that. So, be specific. And that stands for the Early Childhood Learning and Knowledge Center. Being able to discuss how to prompt reflection and deliver feedback effectively, to identify some of those effective reflection and feedback strategies, and then also just to explore some of those resources that support effective reflection and feedback. You notice that reflective conversation is bolded, and that's because reflective conversation should really happen each time that you meet. Of just kind of being in the same space as the challenge. And then we really encourage you to download any of the resources or links that you think would be useful to you and what you're doing. And if you offer many suggestions, have the coaches identify one or two things to work on. The time I received feedback was on a paper during my undergraduate year. But that might be a way to kind of bridge that until it just flows a little bit more. So, today, we're going to be focusing in on the third component of the PBC cycle, and that's reflection and feedback. So, our past Coaching Corner webinars for the past few years all live there, as well. So, that on-the-spot coaching would happen during the observation, and then maybe playback of video that was taken during the observation. For us, one of the hallmarks of a successful collaboration is that our academic partners’ own disciplinary community of educators recognise the advance they’ve made. As with other collaborations (such as with Pip Ryan on her students’ legal writing), it exemplifies the co-design process that we initiate with academics, in which we iteratively seek to design an automated feedback tool that students can use to improve their drafts, prior to submission: In the video, Cherie Lucas describes the nature of the challenge, and what AcaWriter contributes to the learning experience. Reflective writing structure . In this way, we learn how to document occurrence of an incident during initial stages of our professional career. But really having extra questions prepared to volley it back if you get more closed-ended responses. Proceedings of LAK17: 7th International Conference on Learning Analytics and Knowledge, March 13-17, 2017, Vancouver, CA (ACM Press: NY). Coach: Yeah. So, this is a tool that you could use if you're doing coaching onsite, or virtual or both, as well.So, it's really meant to support you in what you do. I'm going to bring a couple of my thoughts in writing." And then, of course, we have MyPeers. You would never want to physically arrange a coachee's space without talking about it first. Again, you can use things like the Tips for Coaches and other material really to help you either kind of give yourself a refresher in kind of some other things about what it means to be a coach, or things related specifically to the cycle, or maybe some of the systems-related questions about implementing coaching. Nursing Reflective Writing Help: Most important topics. And then a video demonstration would be when the coach and the coachee watch a video clip together of a practice or strategy. So, we have ... "What do you think is something else you could try?" These strategies are different than strategies that you'd implement during a focused observation. Attached are Anita's comments on the essay itself and below are Alison's suggestions. It's OK to not always have something to give the coachee at each meeting, especially if what you're sharing won't be useful to them to help them implement that practice. Although this is a personal reflection on a series of events during group work, your focus is on professional practice and considering how you represent the behaviour of others in your writing. Assessing reflection or reflective processes can be particularly challenging. 2016. It starts with collecting detailed and specific notes or data, of course, related to the action plan during the focused observation. And it's important that we don't offer resources just for the sake of providing resources. Get a clear definition of reflective writing through examples. So, they might be familiar, again, to many of you. These discussions will include, first, identifying what the problem is, coming up with some ideas or solutions. If we aren't intentional about the data that we're collecting, it can be difficult to come up with the feedback for the coachees. Okay. But, too, just knowing that depending, like, if they're just kind of ...If this is their first experience with coaching, then knowing that, that just might be OK kind of starting out, right? Joyce: Thinking about some of like maybe the pyramid resources and stuff that could be used in the classroom. Coach: Well, I think the only thing that I would worry about with the writing is that we don't want her to connect writing with something negative. That might be enough for a coachee to reflect and respond about their implementation, but sometimes a question that might be too broad, and coachees might not know how to respond. I'm seeing video a lot here. We can encourage reflection through the use of specific open-ended questions, and it's important to plan for, and be intentional about, the questions that we want to ask the coachee. And finally when you prepare to share meaningful resources, don't just offer up resources for the sake of sharing a resource. It, it's important to remember that constructive feedback is not telling the coachee what they did wrong. Reference Menu. It's important that you don't skip describing what you observed the coachee do, and then just jump to providing suggestions because that doesn't provide the coachee with information about their implementation or what they were doing, and it can come across like you're just providing them with some good ideas or some tips. Reflective Writing and the Revision Process: What Were You Thinking? So, some coaches will naturally reflect when you ask the question like, "How do you think it's going with implementing the practice?" Outside of observations, reflective conversation, and supportive and constructive feedback, the rest of the strategies are really optional, but they can really enhance the observation or the meeting. Joyce Escorcia: Hello, everyone. A problem-solving discussion can happen naturally when we plan intentional reflection questions. Let's see. Often coaches might send the video clip to a coachee as a resource, but if you have time, I would suggest watching it together instead of just sending it, because when you watch it together, you can point out things that you want the coachee to see and talk about it there in the meeting. It could be that the coach takes on the role of the coachee and that the coachee takes on the role of the child or parent or vice versa. And then you can add it to the action plan as a step. You want to take the time to search for and provide resources that can help improve the targeted practice. American Journal of Pharmaceutical Education, 83, (6), Article 6800, pp. a 'processing' phase where thinking and learning take place. And so, the goal of every episode is really to support you as a coach by exploring topics that are relevant to you and your role, identifying resources and strategies kind of specific to whatever topic we're talking about, and then giving a chance to put things into practice that we learn through, whether it's scenario videos or get the opportunity to ask questions and have some discussion with us and with each other. It can sometimes be daunting to receive feedback on not only your writing, but also on how you have reflected on a personal experience. 2 . But it is really hard. Also having like the number or a tally of the time -- the amount of times that something occurred or even the absence of the times that something occurred could be an opportunity for something to occur. So, the Head Start Coaching Companion is just another tool that could be used to support coaches and coaches during the entire PBC cycle, but especially during reflection and feedback. So, thinking about how you could support or maybe even looking into revising. Note: The evaluation, certificate, and engagement tools mentioned in the video were for the participants of the live webinar and are no longer available. Provide suggestions about how the coachee could improve or expand their implementation of practice. A problem-solving discussion probably happens with the majority of your coachee, more often than not. But these strategies can be a more supportive way to help a coachee reach their goal. Well, I'm a visual person, so I like to read data, but I find that effective. Tsingos-Lucas C, Aitken A, Gibson A, Buckingham Shum S. (2017). And I think that's something that will, as your partnership develops over time, that that does get easier. So, these are great. And then this is a reminder that a coachee is that person that is participating in coaching. So, you can also find the closed captioning widget in both English and in Spanish. Thus, in reflective writing, the focus is on writing that is not … So, that's another great place to get connected there. Furthermore, it is known from literature that a positive affective climate is crucial to the learning process and helps enhancing the impact of feedback … It's assessed through focused observation. So, we look forward to kind of connecting with everyone there. So, it will provide additional strategies that you could use with coaches during reflection and feedback, and that link is also included within the resources widget for the webinar, as well. Reflective writing can take a number of forms. Coach: Can even be a good idea to kind of target those kids that are having a hard time because I think ...Is Madison the one that's having a hard time? So, at the bottom of your screen, you're going to notice some of these different widgets. The key to reflective writing is to be analytical rather than descriptive. It's important to know the types of support that your coachee is comfortable with receiving will vary among your coachees. Oh, this is a good one. As we mentioned before, the coaching strategies will be influenced by coachee comfort and their willingness to receiving support. [Video begins] Seems maybe there's like just a misunderstanding somewhere or something else that can be done that kind of helped create that safe space. However, writing reflectively requires high quality actionable feedback, which is time-consuming to provide at scale. Reflection is associated with learning from experience. Recording from Blackboard Collaborate session on reflective writing. Reflection papers allow you to communicate with your instructor about how a specific article, lesson, lecture, or experience shapes your understanding of class-related material. What are some challenges? 731 Words3 Pages. Yeah, I think that's going to come from really some of the strategies that we mentioned before. So, each of the widgets are re-sizeable and movable so you can kind of customize your experience and what you see during the webinar. One thing I want to point out to you is that this coach never cast judgment, and I know that it's just a short clip, but you never hear her say anything that, that's judging during this interaction. Non-academic reflective writing is usually unstructured – such as writing in a personal diary, learning journal, or narrative for design development. And then you can find additional answers to kind of some of common technical issues located in that yellow help widget at the bottom of your screen. Yeah. (Recorded on 11 February 2021) Further Reading Since it’s about yourself, you already have a topic to write about. Another strategy is for the coach to, to provide effective feedback. Providing Feedback on Student Writing Funded by U.S. Department of Education AANAPISI Grant.

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