Effective teaching is often difficult to achieve because institutional frameworks and inertia – unique to the British educational system – inhibit teachers from being innovative. These challenges to more innovative teaching are the relatively short length of time to a degree, and the heavy institutional oversight of degree programs and individual courses. Also, the tradition of lack of regular feedback and failures in the supervision and marking of undergraduate dissertations also lead to a less-than-ideal educational experience. Fortunately, some of these challenges can be overcome and provide a better learning experience for students.
Tag: feedback
The Good Game: Developing Feedback Skills through Action Learning
Students, especially those from recent generations, typically encounter difficulties providing and receiving feedback. Hence approaches to teach students feedback skills are valuable. This article explores perspectives related to learning feedback by (a) examining the process of feedback, (b) showing how Action Learning as a pedagogical component is supportive of developing feedback skills, (c) explaining a student-led game, “The Good Game,” as a tool for learning feedback, and (d) discussing issues and factors related to developing feedback skills among recent generations.