I would like to take you on a journey back to mid-December when we were on winter break. Maybe you were curled up by the fire reading a good book, or perhaps you were considering how to integrate feedback, change up your courses, or add some jazz, flavor, and maybe a little bit of spice to your courses.
I did a lot of reflecting on how I could incorporate feedback in a way that worked more as a dialogue rather than a one-way street. I really wanted to engage in conversation with my students instead of simply providing them with feedback and moving on to the next thing.
To provide you with a little bit of context, I think it’s important to rewind the story back to when I first entered the field of education. As a bit of a too-long-didn’t-read (TLDR), I worked as a K-12 educator, an instructional developer, and a post-secondary instructor. So, how have my various experiences influenced my teaching philosophy, and which principles do I rely on to inform my interactions and collaboration with learners? Ultimately, my primary goal is to promote accessibility and implement Universal Design for Learning (UDL), offering diverse avenues for learners to interact with and obtain content. Additionally, I strive to cultivate learner independence through tailored learning experiences and encourage a collaborative setting with effective communication.
Now that we’ve got that settled, let’s travel forward to winter of 2022. As I was reading my book at the time – probably something to do with post-secondary education, teaching and learning, pedagogy, and curriculum – I was reflecting on my practice and how it relates to providing students with feedback. Three overarching ideas emerged:
- Design a space that allows for personalized assignments and experiences
- Focus on the process as well as the feedback (rather than the end product)
- Create a warm, welcoming learning environment
The evaluation structure in the courses I typically teach is very much scaffolded, where each assignment builds on the previous piece. For example, creating an outline that eventually leads to some type of media such as an essay or a podcast. As I started revising, I focused on creating personalized assignments using student experiences through different tools that invited learners to share their course goals. From the start of the course, I was aware of what learners were interested in, what they were passionate about, and how they envisioned the course. I also wanted to ensure that I discussed personal experiences in relation to course content.
For example, reading articles where students could draw on what they had experienced, and then discussing in small groups or with the class. I also provided choice in regard to assignment topics so that students could learn about things that were interesting to them. I also provided a list of possible guiding topics in case students preferred more structure.
As for process and feedback, I really wanted to encourage feedback as a process and a dialogue rather than simply providing feedback and never returning to it. So, I facilitated peer-to-peer workshops. I also encouraged metacognitive activities where students had the opportunity to reflect on what they had done throughout the course, or from one assignment to the next assignment. I also engaged in student-teacher conferencing and solicited feedback through stop/start/continue surveys, and I met with groups or individually with students. I was also sure to scaffold assignments and discuss their significance throughout the course, ensuring that students understood the relevance of their current work for future tasks.
In terms of the environment, I was purposeful with how I encouraged students to ask questions and have conversations. As an online instructor, I noted a few different ways students could ask questions or communicate throughout the course (e.g., online chat, discussion boards). Additionally, I continuously shared my contact information with learners. I often tell students at the beginning that they will get tired of me sharing my email with them, but I emphasize that I am there to support them throughout. I also practice flexibility with regard to due dates, topic assignments, and how students engage with the course content. Lastly, I communicate consistently. Classes were always structured the same way; notifications were always provided in a consistent manner to ensure students felt supported and could access information in a meaningful way.
I hope this piece provides you with inspiration, ideas, or thoughts about how you might get students to focus on feedback as a process, rather than focusing solely on final grades, percentages, or scores. As we continue to evolve as educators and continue to transform our teaching practices, I invite you to share how you engage with learners and feedback to facilitate a dialogue.
Rachael A. Lewitzky holds a PhD in curriculum and pedagogy from the University of Toronto. She is a post-secondary educator and researcher, with experience teaching in K-12, university, and college settings. Her scholarship focuses on post-secondary education, online learning, math/stats education, and digital communication.
