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/E (Aan de hand van een verkorte en aangepaste versie van een onder CC Licentie ontwikkelde gesprekstool, zal geoefend worden met het analyseren en het verwerken van ontvangen feedback. In de oefening wordt gekeken naar het gevoel dat feedback oproept, waarna de studenten de ontvangen feedback moeten categoriseren in sterke punten, verbeterpunten, nieuwe informatie en verrassingen, waarna zij aan de hand hiervan actiepunten opstellen. )
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/E (NB. De originele gesprekstool en materialen zijn vrij beschikbaar onder CC licentie op: https://lerenvantoetsen.nl/hoe-stimuleer-je-een-feedback-dialoog-eerste-ervaringen-met-een-gesprekstool/.)
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/E (Deze oefening kan plenair in de klas worden doorlopen, waarbij de docent de bewaker van de tijd is, of in groepjes van 4-5 studenten. In dit laatste geval wijst het groepje een procesbewaker aan. De proceskaart dient als routekaart door de oefening heen.)
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/E (De docent start de bijeenkomst door kort uit te leggen wat de opdracht inhoudt. In deze opdracht gaan studenten kijken naar de individuele feedback die docenten op hun opdracht hebben gegeven. Het doel van de opdracht is studenten deze feedback te laten analyseren en daarmee actiepunten te formuleren, zodat ze deze feedback kunnen verwerken en zo hun opdracht ook daadwerkelijk beter kunnen maken. Daarvoor is het belangrijk ook ruimte te maken voor de emoties en gevoelens die feedback in eerste instantie kan oproepen.)
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/E (Leg studenten kort uit dat feedback vaak bepaalde gevoelens oproept. Het kan zorgen voor een bepaald gevoel van trots als dit positief is, maar het kan juist ook zorgen voor onvrede, gevoel van onrecht, irritatie en boosheid. Beide emoties kunnen ervoor zorgen dat het lastig is om naar de inhoud van de feedback te kijken. Wanneer de student )
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/E (Het is daarom belangrijk om eerst ruimte te maken voor de emoties, hier kort bij stil te staan en de studenten de gelegenheid te geven deze van zich af te praten/schrijven, voordat zij inhoudelijk naar de feedback gaan kijken. Laat studenten aangeven welke emotie zij ervaarden na het lezen van de feedback. Laat ze ook aangeven wat ze van de feedback vinden en waarom.)
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/E (Het belang van de procesbewaker in elke groepje moet niet worden onderschat; deze zorgt ervoor dat elke stap wordt genomen en er dus niets wordt overgeslagen, dat de groep zich aan de tijd houdt en dat er geen verwarring ontstaat over wat je individueel en als groep doet. )
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/E (Nadat studenten hun emoties hebben benoemd, is het goed dat ze de ruimte krijgen om dit te ventileren. Laat ze met hun medestudent kort in gesprek gaan over deze emotie door deze te benoemen, uit te leggen waarom en dit kort te vergelijken met de gevoelens van de medestudent.)
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/E (Geef nu aan bij studenten dat het belangrijk is om hun emotie even opzij te zetten, ondanks dat deze misschien erg hoog zit. Hopelijk hebben de eerste twee stappen daarbij geholpen.)
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/E (Het is hier belangrijk dat alle feedback in de tabel wordt geplaatst \(zowel uit de rubric als ook eventueel in de kantlijn van het document\). )
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/E (Geef studenten de ruimte om even kort in gesprek te gaan met een medestudent over hun feedback en de analyse die ze hebben gemaakt. Laat ze daarbij spreken over vragen als:)
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