Day 2 Assignment 4
2/3.3 Review ways to give constructive feedback to motivate learners
“Probably the most effective barrier to communication is the learner’s lack of motivation”. P59, CURZON, L.B. (1980) 2nd Ed ‘Teaching in Further Education’. Cassell.
Preparing to Teach in the Lifelong Learning Sector: Ann Gravells: “Providing feedback – informing the learners how they are progressing”. (P.27)
“Constructive feedback doesn’t just mean positive feedback… Negative feedback, if given carefully, can be very important and useful to the learner. Be specific about what could be improved and always state why… Most people need encouragement, to be told when they are doing something well and why”. (P 86)
Ann Gravells refers to the “praise sandwich” (Ibid P86/87) – also known as the PCP (Praise-Criticism-Praise) technique. This means talking first about what a learner has done well, then going on to discussing points for improvement and then ending on another positive note. For example: During the debrief of a recent driving lesson I discussed with my student the progress they had made in terms of the ‘5 steps’ towards the learning objectives for the lesson. I then asked them to reflect upon what they felt they needed to do to in order to move from point 4 (i.e. what level they were at then) to point 5 (objective achieved). We then discussed what we would be moving on to during the next lesson on the assumption that they would achieve point 5 during that lesson. This was very motivating for my student to understand how confident we both were in the progression of their learning. By following the positive – negative – positive strategy, my student focussed more upon their achievements and the negative aspect of the feedback became constructive. Had we not started the feedback session with a positive aspect, my student would potentially have become so distracted by their ‘failure’ that they would not have heard/ accepted anything...