Objectives, Feedback, and Recognition

This week's reading deals with three related topics.  All of these work together to give students a road-map of their learning.  Objectives let the students know where they are going, feedback lets them know if they are getting closer to the goal, and recognition rewards those who have done well on the journey.

Objectives should start with the learning benchmarks and goals that you need to achieve.  These will include the basic concepts and skills that the students should master.  But there are other learning objectives that can be incorporated into lesson plans.  We have brought up 21st century learning skills a number of times in this course.  Problem solving, creative thinking, and collaboration are all secondary skills that need to be incorporated into objectives in addition to the pure sharing of facts.  The classes that I have designed and taught are for adults.  It is very important to get adult learners involved in the instruction, so I always make sure to create objectives that speak to that, such as "Students will be able to use the knowledge of X to classify and differentiate Y".  It is in these areas that technology can help the most, but it can also hinder.  We need to be sure not to lock students into simple question and response type exercises, but to allow them the freedom to come up with new ways of answering an assignment.

Feedback is an especially critical component when dealing with adult learners.  There are two major differences in the classes that I typically teach.  First of all, there is usually not a grade awarded at the end of the class.  They are designed to provide knowledge and impart ideas, but not explicitly measure the retention of those ideas.  Secondly because I work with adults feedback has to be handled with extra care. With students there is an expectation that the teacher is the leader and the class will follow, although of course it doesn't always work that way.  With adults however the class will bring a range of experiences and expectations.  They will look at the instructor as service provider, and will expect good service as part of the instruction.  If feedback is not presented in a positive and constructive manner, and bad feedback can color their experiences for the whole course.  The ideas in the article Feedback that Fits are doubly important.  I have found it best to present feedback as a question, such as "What do you think about this conclusion?"  I also like to have the class reflect on each other's assignments.

Recognition is the capstone of the process.  When a student has completed a major milestone in the class, or has done exceptional work on an assignment, it is important to reward that achievement.  I am also a strong proponent of the praise in public concept.  It is important to show the class that good work will be appreciated, and to use that work as an example for others.  I do not subscribe to the idea that everyone must be rewarded, but I do look for opportunities to spread the recognition to as many class members as possible, once they have demonstrated some achievement.

The last part of our blog assignment is to reflect on Electronic Student Response technologies.  This is an area where I have had very little experience.  Although I am familiar with the concepts, I have never had the opportunity to design a class that would use these tools.  They certainly would provide a good way of getting immediate feedback on the learning of the class.  I look forward to being able to incorporate them into the future.