Feedback: Digest from LTHEchat65

I’ve worked through the massive Twitter material from the very busy Tweetchat earlier this week, and converted many of the answers to my six questions into a Word document. It is here attached – thanks to Simon Rae for permission to include his great graphic for the chat.  Tweetchat65-digest-phil-race.docx (40 downloads) Thanks to the many contributors – you can identify them if you wish on the related ‘Storify’ on Twitter.
(The ‘homework’ link of extracts from my books (with updates) is present in the post below this one).
You may also be interested in my October SEDA blog piece on ‘Reflection on Demand’ the link to which is

Birkbeck: 28th July

Here are the slides and grid that we used in our workshop about applying for PFHEA. (The slides cover the whole scheme, so you can see the differences between PF and SF). We wish you well in putting your applications together.  UKPSF-recognition-slides-2015-w.pptx (152 downloads)   grid-2015-11-1.docx (103 downloads) Here also is a very useful list of questions for aspirant PFs compiled by Sally, which should help a lot in putting together applications. Questions-for-PF-w-4.docx (102 downloads)

Race(s) for the future

Sally and I are delighted to see the first photograph of our new tiny grandchildren Chloe (on the left) and Molly Race (on the right) in a cot together, in Swansea, breathing by themselves and looking quite happy with themselves. We will be going to see them again tomorrow for a couple of days, en route to our penultimate Chloe and Mollysummer working day at Birkbeck on Thursday.

Getting students to learn from feedback we give their friends

We often bemoan the tendency for students to seem not to benefit sufficiently from the feedback we give them on their work. In this little extract from ‘The Lecturer’s Toolkit’ I suggest that they can learn much more from looking at the feedback we give their friends.
‘Encourage students to look at the feedback their friends get. When they see praise, they’re likely to think ‘ah, I can do this too’ rather than just shrug it off (as they might have done with feedback on their own work). When they see criticism, they’re likely to think ‘Ah, this is something I should avoid’, rather than get defensive as they might have done with their own feedback. It’s important, however, that students look at each others’ feedback ‘voluntarily’, i.e. with fellow-students of their own choice, rather than risk them feeling ‘set up’.’