Information Technology Reference
In-Depth Information
PRACTICAL STRATEGIES
student along with the attachment contain-
ing the instructor's complete review notes.
Remember writing caring and inviting notes
while reviewing the paper or while writing
the general note.
15. be thoughtful, sensitive, responsive, and
creative when it comes to offer feedback
with the use of teacher immediacy cues.
An instructor needs to:
1. be committed to student learning success
2. explain explicitly the objectives or criteria
of an assignment and make sure that there
is not much confusion about them prior to
the students' implementation of the work.
3. consider breaking up the whole into parts in
order to lessen an otherwise overwhelming
workload.
4. review students' work with New Comment
and Track Changes features.
5. start a comment with a student's first name.
6. tone down when writing constructive or
corrective feedback.
7. remember asking questions as often as pos-
sible to provoke students' thinking.
8. explain a concept, point, or other concerned
matter in a cohesive, logical, and well-orga-
nized manner with straightforward language
succinctly.
9. care about student learning by grabbing
teachable moments.
10. be responsible for student learning by point-
ing out mistakes of grammar and spelling.
11. accept a means or format freely selected
by a student among several choices that an
instructor has introduced at the beginning
of a semester.
12. encourage relearning by allowing students
to engage in revisions, but refrain oneself
from granting a grade or score during a first
review.
13. provide scaffolding by allowing students to
revise their work further based on feedback
even after a grade or score is awarded in the
second review. Yet, remember readjusting
the previously assigned grade or score if
re-revision is fully or partially accepted.
14. include general feedback at the bottom
of a student's paper, which will also be
used as a chief email message sent to the
The following provide the brief explanation
of each of the practical strategies given above.
1. Making a commitment to the success of
student learning is the first and foremost thing for
an instructor to undertake. Without it, communi-
cation with students is unlikely to be effective.
2. Without a clear understanding of standards/
objectives/goals of an assignment, students would
evaluate their learning based on the goals set by
themselves rather than by an instructor. When
feedback makes little or no sense to them, students
tend to view it as puzzling, senseless, or “incor-
rect” (Nicol & MacFarlane-Dick, p. 206). These
judgments consequently engender in students
a sensation of frustration; they would probably
refuse to go along with the instructor's construc-
tive feedback for improvement.
3. When taking advantage of the unique func-
tion of a computer -mediated text-based learning
system that operates 24 hours a day seven days
a week, an instructor needs to be flexible while
being firm. That is, the deadline of an assignment
submission should be made clear while an early
submission prior to the deadline is permitted. Thus,
an instructor does not have to wait until a physical
class meeting to collect and/or return students'
completed assignments or until a batch of the
work is submitted all at once. Breaking a whole
load of work into pieces may help diminish the
overwhelmed feelings while the instructor is able
to produce quality feedback through thoughtful
and reflective formative assessment.
4. New Comment and Track Changes are two
of the useful features by Microsoft® Word. An
instructor can use New Comment to offer detailed
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