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If this isn't possible, choose a time as close as possible to the time the feedback is released.) /Pg 9 0 R /K [15] >> endobj 47 0 obj << /Type /StructElem /S /P /P 28 0 R /E (Preparation) /Pg 9 0 R /K [16] >> endobj 48 0 obj << /Type /StructElem /S /P /P 28 0 R /E (Especially when students start their studies, they need feedback from their teachers. This exercise has been developed to help students actually understand this feedback and incorporate it into their assignments. ) /Pg 9 0 R /K [17] >> endobj 49 0 obj << /Type /StructElem /S /P /P 28 0 R /E (Using a shortened and adapted version of a conversation tool developed under CC License, students will practice analyzing and processing received feedback. The exercise examines the emotions feedback evokes, after which students must categorize the feedback received into strengths, areas for improvement, new information, and surprises, and then formulate action points based on these findings. ) /Pg 9 0 R /K [18] >> endobj 50 0 obj << /Type /StructElem /S /P /P 28 0 R /E <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> /Pg 9 0 R /K [19] >> endobj 51 0 obj << /Type /StructElem /S /P /P 28 0 R /E (NB. The original conversation tool and materials are freely available under a CC license at: https://lerenvantoetsen.nl/hoe-stimuleer-je-een-feedback-dialoog-eerste-ervaringen-met-een-gesprekstool/.) /Pg 9 0 R /K [20 88 0 R] >> endobj 52 0 obj << /Type /StructElem /S /Span /K [21] /Pg 9 0 R /P 88 0 R >> endobj 53 0 obj << /Type /StructElem /S /Span /K [22] /Pg 9 0 R /P 89 0 R >> endobj 54 0 obj << /Type /StructElem /S /Figure /P 28 0 R /Pg 9 0 R /A [128 0 R 0] /K [23] >> endobj 55 0 obj << /Type /StructElem /S /P /P 29 0 R /E (Teacher instruction ) /Pg 10 0 R /K [0] >> endobj 56 0 obj << /Type /StructElem /S /P /P 29 0 R /E (Feedback dialogue) /Pg 10 0 R /K [1] >> endobj 57 0 obj << /Type /StructElem /S /P /P 29 0 R /E (Preparation \(continued\)) /Pg 10 0 R /K [2] >> endobj 58 0 obj << /Type /StructElem /S /P /P 29 0 R /E (During class) /Pg 10 0 R /K [3] >> endobj 59 0 obj << /Type /StructElem /S /P /P 129 0 R /E (This exercise can be done in a group setting, with the teacher acting as the timekeeper, or in small groups of 4-5 students. In the latter case, the group designates a process keeper. The process map serves as a roadmap through the exercise.) /Pg 10 0 R /K [4] >> endobj 60 0 obj << /Type /StructElem /S /P /P 29 0 R /E (The instructor begins the session by briefly explaining the exercise. In this exercise, students will review the individual feedback provided by their teacher on their assignment. The goal is for students to analyze this feedback and formulate action points, allowing them to process it and actually improve their assignments. It's important to also allow for the emotions and feelings that feedback may initially evoke.) /Pg 10 0 R /K [5] >> endobj 61 0 obj << /Type /StructElem /S /P /P 29 0 R /E (Step 1: Emotions after feedback \(3 min\)) /Pg 10 0 R /K [6] >> endobj 62 0 obj << /Type /StructElem /S /P /P 29 0 R /E (Briefly explain to students that feedback often evokes certain emotions. It can create a sense of pride when positive, but it can also lead to dissatisfaction, a sense of injustice, irritation, and anger. Both emotions can make it difficult to consider the content of the feedback. ) /Pg 10 0 R /K [7] >> endobj 63 0 obj << /Type /StructElem /S /P /P 29 0 R /E (For example, if the student is proud, the feedback may be read only to a limited extent, and any areas for improvement may be dismissed or considered less important. Positive feedback can also be helpful for future assignments. On the other hand, feedback can sometimes be perceived as unjustified and evoke negative feelings. This can lead to students being limited in their receptiveness to the feedback, quickly labeling it as "not true," overlooking positive feedback, and therefore finding it difficult to improve the assignment.) /Pg 10 0 R /K [8] >> endobj 64 0 obj << /Type /StructElem /S /P /P 29 0 R /E (It's therefore important to first create space for emotions, briefly reflect on them, and give students the opportunity to talk or write these emotions down before examining the feedback in depth. Have students express their emotions after reading the feedback. Also, have them explain their thoughts on the feedback and why.) /Pg 10 0 R /K [9] >> endobj 65 0 obj << /Type /StructElem /S /P /P 29 0 R /E (The importance of the process keeper in each group should not be underestimated; they ensure that every step is taken, that nothing is skipped, that the group adheres to the time, and that there is no confusion about what steps are taken individually and what steps as a group. ) /Pg 10 0 R /K [10] >> endobj 66 0 obj << /Type /StructElem /S /Figure /P 29 0 R /Pg 10 0 R /A [130 0 R 0] /K [11] >> endobj 67 0 obj << /Type /StructElem /S /Figure /P 29 0 R /Pg 10 0 R /A [131 0 R 0] /K [12] >> endobj 68 0 obj << /Type /StructElem /S /P /P 30 0 R /E (Teacher instruction ) /Pg 11 0 R /K [0] >> endobj 69 0 obj << /Type /StructElem /S /P /P 30 0 R /E (During class \(continued\)) /Pg 11 0 R /K [1] >> endobj 70 0 obj << /Type /StructElem /S /P /P 30 0 R /E (Step 2: Discussing emotions \(3 min.\)) /Pg 11 0 R /K [2] >> endobj 71 0 obj << /Type /StructElem /S /P /P 30 0 R /E (After students have identified their emotions, it's helpful to give them the opportunity to express them. 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