Quiz: Oral Feedback Methods in Teacher Training

Oral Feedback Methods in Teacher Training

• Individual Feedback Sessions: Personalized and detailed feedback tailored to individual trainee needs, facilitating a supportive relationship. Time-consuming, potentially causing trainee self-consciousness.

• Group Feedback Sessions: Promotes peer learning and collaboration, saves time addressing common issues, fosters a sense of community among trainees. May not address individual needs sufficiently, and some trainees might dominate the discussion.

• Feedback Sandwich: Balances positive and negative feedback, reducing defensiveness, acknowledging strengths, and clearly highlighting areas for improvement. Can be formulaic if overused, and trainees may focus on the positive aspects.

• Reflective Questioning: Encourages self-assessment and critical thinking, empowering trainees to identify areas for improvement. Requires skilled questioning from the trainer; trainees might need more direct guidance.

• Peer Feedback: Encourages collaboration and diverse perspectives, allowing trainees to learn from each other's experiences. Requires training in providing constructive feedback, some trainees may feel uncomfortable critiquing peers.

• Video Feedback: Provides an objective view of performance, detailed analysis of teaching moments, and visualizes areas for improvement. Time-consuming to review, some trainees may feel self-conscious about being recorded.

• Structured Observation Forms: Provides a consistent and clear framework for feedback, ensuring all areas are covered, and helps trainees understand standards. Can feel rigid and less personalized, requires careful design.

Strategies for Conducting Teaching Practice (TP) Feedback

• Agenda - Bullet-point Feedback: Trainees outline feedback points, trainer adds if needed, facilitating a clear discussion agenda.

• Guess the Lesson: Pairs identify positive and negative aspects, trainer guesses which lesson the feedback pertains to.

• Carousel Feedback: Trainees provide feedback to each other in a circular format, saving time and promoting peer learning.

• Feedback Points on Slips of Paper: Feedback written on slips aids focus, trainees selectively analyze feedback points.

• Gap-fill Feedback: Completing blanks about teaching challenges helps analyze experiences collectively.

• Areas for Consideration: Uses symbols and diagrams to prompt self-reflection and discussion, involving peers with non-teaching counterparts for an outsider's perspective.

• Group Discussion: Uses symbols to categorize observations as positive, negative, or requiring clarification, promoting a discussion in a group setting.

• Pairs with Questions: Trainees discuss questions related to lesson strengths or weaknesses, fostering active reflection.

• Anonymous Feedback on Color Slips: Uses anonymous feedback slips to collect input, facilitating honest feedback.

• Buddy Feedback: Trainees evaluate each other through self-evaluation, providing peer-to-peer support.

• Trainee-led Discussion: If common issues arise, trainees brainstorm solutions; converts ideas to a handout for ongoing reflection and peer feedback.

• Lesson Staging: Summarizes and restages lessons to clarify confused aspects.

• Self-evaluation & Peer Evaluation: Uses visual aids for trainees to note what to repeat or change in their lessons.

• Timesavers & Timewasters: Categorizes teaching methods as timesavers or timewasters, highlighting effective practices.

• Grid Feedback: Uses a grid to categorize strengths and weaknesses of a lesson, facilitating a structured analysis.

• Trainee-selected Feedback: Trainees identify areas they want feedback on before the lesson, prompting active participation.