Feedback Thoughts: REBS and Helpful Feedback

I love the comics from Lunar Baboon, and this is one of my favorites.

A Simple 5-Second Habit to Rewire Your Harshly Self-Critical Brain
The concept of reality-based self-congratulation (REBS) is a great idea! I think it's just as important to recognize small successes and make time to breathe as it is to push yourself towards a goal. My inner critic is never silent, but if I make the time to center myself and consider the big picture, I don't waste nearly as much time over-analyzing. I tend to spend a disproportionate amount of my time on assignments/goals with relatively low weight or responsibility, while the bigger tasks are often neglected. Usually it's because the bigger ones are a little more intimidating. I'm going to make an effort to use REBS this semester.


Seven Characteristics (and Six Tools) That Support Meaningful Feedback
I struggled hard with providing helpful feedback last semester in the Indian Epics sister class. The struggle to avoid meaningless praise and actually contribute to an improvement in the material is really, really hard sometimes. I liked the breakdown provided in this article, and I'm going to try hard to incorporate these methods for each of the feedback opportunities this class offers, especially by providing possible solutions to specific areas of focus.

Characteristics	Application in the Classroom	Source
1. Constructive.	Try to offer solutions, not just identify problems. Constructive feedback focuses on the instruction rather than correction.	Hattie & Timperley, 2007
2. Specific	Feedback should point to a specific problem and include a specific example of the solution being recommended.	Spiller, 2009
3. Measurable	Include elements that allow students to know when the feedback has been addressed successfully. Elements can include well-articulated outcomes within a given time frame. Always follow up with the student before the given time frame lapses.	Hattie & Timperley, 2007; Spiller, 2009
4. Sensitive	Avoid negative language. Keep recommendations and comments on a positive note. Be mindful of feedback that focuses only on "praise, rewards, and punishment."	Hattie & Timperley, 2007; Poulos and Mahony, 2008
5. Balanced	Point out strengths as well as weaknesses.	Leibold & Schwarz, 2015
6. Applicable	Can the students apply the feedback to similar contexts or similar problems and still achieve the same results? Students should not view feedback as isolated from other aspects of teaching and learning process.	Shute, 2008; Taras, 2003
7. Not grade focused	When a grade is given, to most students, it is the end of learning. Effective feedback is not tied to a grade, however; it is tied to descriptors/indicators of high-quality or exemplary work. Use of and reference to rubrics is recommended when giving feedback.	Spiller, 2009; Taras, 2003