This week I had an individual feedback moment in MSTeams with students. It was the final feedback moment before their deadline.
Our tutor team has planned different feedback meetings trough out the project. Our goal is to organize different learning activities related to the project and include a few specific small group feedback moments. In these moments students can receive individual feedback on their own development. Since the project has a lot of individual options for students; they appreciate a feedback moment in which the can elaborate on their individual progress.
I observed that I was talking a lot in MSTeams. It takes time to listen to the explanation by the student about their project. Once I have an image of what the project is about I ask the ‘how’ question. How will you realize that ambition? I noticed that I mostly pay attention to logic-reasoning. ‘Does it make sense?’. I observed that when I ask questions about logic-reasoning students are in general very apt in providing additional arguments for their choices. However all the arguments in the world do not guarantee a successful project. I want to prevent the situation where a student feels it must defend their choices, but I can’t escape that in a sense it’s what I ask of them. To prevent these elaborate defense stories I believe we should pay more attention to the ability of students to visualize in stead or narrating their ideas. Especially in the field of illustration.
It was also the final feedback moment before the deadline. I find this moment particularly challenging because of the time-pressure. If I suggest too many alterations it might demotivate the students because there’s too little time. If I provide too little feedback the student might not understand what is still required to pass the project. And to be honest; I don’t always know how to instruct a student for the next necessary steps to pass their project. Perhaps I can explain it in words, but words alone can’t make the project. I’m also not sure about providing additional sources in a final feedback moment. Additional sources implies that students have to research these, then reflect upon my intention of suggesting this source and finally finding ways to implement their new insights into their current project. Feels like a lot of work for when there is little time.
Questions I often used during the final feedback moment:
– what if the project went good, beyond expectations; what will have happened?
– How do you relate this project to your professional practice (where does it belong?)
– With whom is this project related; or for who is project most relevant?