Another Interesting Ways resource to share with you. This time we are looking at Evernote one of my tools I use daily and something that has great potential in the classroom.
As you can see we have just gotten started with this resource so I would be grateful if you could help by adding some ideas to the open, editable Google Presentation. Alternatively you could share this resource with your own network to help spread the word and encourage ideas to be added.
You can read more here about crowdsourcing great edu resources with the Interesting Ways series and catch up with the whole family over on the page.
As Ken Blanchard says, “Feedback is the breakfast of champions.” But it would seem there are certain things that dictate our appetite for feedback. According to Sheila Heen and Douglas Stone, the co-authors of Thanks for the Feedback: The Science and Art of Receiving Feedback Well, there are specific variables that distort the way we perceive feedback from others.
The following is taken from the BIG Think clip above.
“The first is your Baseline. In the literature this is called set point sometimes. It’s sort of a ‘how happy or unhappy are you,’ in the absence of other events in your life. Where’s that level that you come back to?”
“… the reason this matters for feedback, particularly if you have a low set point or baseline, positive feedback can be muffled for you. The volume is turned down; it’s harder for you to hear it,”
Heen explains that the second variable is Swing, or how much we are moved off of our baseline by any feedback. And the third variable for effective feedback is Recovery, or how quickly we return to our baseline.
It is useful to consider these three factors in the classroom as well, providing us some further ways to consider the impact of feedback for learners. Additionally this helps us to remain focused on how we are making this relevant to individual learners.
You can read more about this here The Science and Art of Receiving Feedback | Think Tank | Big Think
This is a recent resource I have shared on Twitter that has proven really useful and very popular with educators. Thanks to Rebecca Alber and Edutopia for sharing/creating the original.
You should complement this with some of the following great resources on questioning in the classroom.
Original pic Untitled by sleepinyourhat
A research study into the performance levels of hospital staff explored something unusual about the error rates that were recorded there. Amy Edmonson the Novartis Professor of Leadership and Management at Harvard Business School, shares more about her exploration:
“My first research project in graduate school explored the relationship between teamwork and errors (in hospitals), because errors are a critical input to organizational learning, especially in that setting. I assumed I’d find a negative relationship between teamwork and error rate.
Instead, I stumbled into quite a different discovery. The statistical results I obtained were the opposite of what I’d predicted. Well-led teams with good relationships were apparently making more mistakes; there was a significant correlation between teamwork and error rates—in what I initially considered “the wrong direction.”
This presented a puzzle. Did better-led teams really make more mistakes? I simply did not think that could be accurate. Why else might better teams have higher error rates?”
After some further exploration Edmonson hit upon what was taking place:
“In well-led teams, a climate of openness could make it easier to report and discuss errors—compared to teams with poor relationships or with punitive leaders. The good teams, according to this interpretation, don’t make more mistakes, they report more.”
Our attention is often drawn to encouraging cultures of innovation through more open mistake making – but perhaps it is more than just making the mistakes, taking risks and a have-a-go culture. We need to be open and encouraged to share them too.
Pic Western Decay by sleepinyourhat