Incorporating Feedback into Teaching

If your feedback isn't changing behavior, you're not giving feedback—you're just complaining. After 25 years of coaching leaders through difficult conversations, I've learned that most feedback fails because it focuses on making the giver feel better rather than making the receiver better. Why most feedback doesn't work: ↳ It's delivered months after the fact ↳ It attacks personality instead of addressing behavior ↳ It assumes the person knows what to do differently ↳ It's given when emotions are high ↳ It lacks specific examples or clear direction The feedback framework that actually changes behavior: TIMING: Soon, not eventually. Give feedback within 48 hours when possible Don't save it all for annual reviews. Address issues while they're still relevant. INTENT: Lead with purpose and use statements like - "I'm sharing this because I want to see you succeed" or "This feedback comes from a place of support." Make your positive intent explicit. STRUCTURE: Use the SBI Model. ↳Situation: When and where it happened ↳Behavior: What you observed (facts, not interpretations) ↳Impact: The effect on results, relationships, or culture COLLABORATION: Solve together by using statements such as - ↳"What's your perspective on this?" ↳"What would help you succeed in this area?" ↳"How can I better support you moving forward?" Great feedback is a gift that keeps giving. When people trust your feedback, they seek it out. When they implement it successfully, they become advocates for your leadership. Your feedback skills significantly impact your leadership effectiveness. Coaching can help; let's chat. | Joshua Miller What's the best feedback tip/advice, and what made it effective? #executivecoaching #communication #leadership #performance

Back in 2017, my team had a simple but powerful ritual. We held "I have a design challenge" meetings, where someone would bring a project they were working on, and we’d workshop it together. These sessions weren’t just about fixing problems. They helped us grow our skills as a team and learn from each other’s perspectives. In 2024, I wanted to bring that same energy to learning designers looking to level up their skills in a fun and engaging way. This time, I turned to Tim Slade’s eLearning Challenges but took a different approach. Instead of just participating, we started doing live reviews of the challenge winners. How It Works One person drives the meeting, screensharing the challenge winner’s eLearning project while recording the session. We pause at each screen and ask two simple but high-impact questions: ✅ What worked well and why? ✅ What would you do differently and why? This sparks rich discussions on everything from instructional design and accessibility to visual design and interactivity. Everyone brings their unique expertise, turning the meeting into a collaborative learning experience. Want to Try It? Here’s What You Need ✔️ A web conferencing tool with recording capabilities ✔️ Adobe Premiere Pro or a transcript tool (optional, but helpful) ✔️ A generative AI tool like ChatGPT, Gemini, or Claude (optional for extracting themes from discussions) After the session, we take the recording and import it into Adobe Premiere, which generates a transcript in seconds. Then, using GenAI, we pull key themes, quotes, and takeaways, turning raw discussions into actionable insights. Why This Works This approach takes learning from passive to interactive. You’re not just seeing best practices. You’re critically analyzing them with peers, learning through feedback, and refining your own instructional design instincts. Would you try this with your team? Have you tried something similar? What worked well? #InstructionalDesign #GenAI #LearningDesign #eLearning #AIinLearning #CourseDevelopment #DigitalLearning #IDStrategy #EdTech #eLearningDesign #LearningTechnology #InnovationInLearning #CustomerEducation

Too often, offering students feedback is an exercise in compliance. The professor offers feedback, and expects the students to incorporate all of it. (It’s like the professor is giving items on a checklist. The subtext: “do these things and I’ll give you an A.”) But I want my students to think about feedback differently. I want them to be able to cut between different sets of feedback, connecting them to each other and linking them back to their own understanding. With that in mind… Here’s the feedback cycle I’ve designed for my Comp II students at Berkeley. 1️⃣ Self-Assessment Students use their own self-designed rubric to evaluate their own performance. 2️⃣ Peer Assessment Students get feedback and assessment from other students. 3️⃣ Instructor Assessment I’ll offer feedback on the assignment. 4️⃣ AI Assessment Students get feedback from a custom chatbot. I will be incorporating some of Anna Mills’s prompts for the PAIRR framework. 5️⃣ Assessment Assessment (or Reflection) Students apply the different assessments to their own self-assessment. They defend their ultimate edits within the context of their Self-Empowering Writing Process (SEWP).

My go-to method for giving feedback to my students (it's NOT a "compliment sandwich" :) 👉 It's COIN! C - Context O - Observation I - Impact N - Next steps For example: "In our mock interview (C), I noticed that you kept circling back and repeating information when describing your design process (O). This repetition could potentially give the impression that you're unsure of your own methods (I). Let's work on creating a clear, linear narrative for each project and practice it until you can confidently deliver it within 2-3 minutes (N)." Why it works ↴ - It's clear and direct. No sugar-coating! - It focuses on specific actions and their effects. - It provides actionable next steps. - It avoids confusion (the feedback receiver knows exactly what to work on) What's your go-to feedback method? Share your thoughts below! 👇 #ux #uxcareers #UXLeadership #FeedbackTips

On to telling a PhD student their paper needs work (Without causing a career crisis) Tough feedback is part of earning a PhD. But. There's a trick to it. You can't coddle the student. Or they miss the feedback. BUT. You can't be so mean that you trigger an existential spiral that ends with, “Maybe I should go to law school.” So how to do it? Without being a destroyer of dreams. 1. Sandwich tough feedback—with compliments. “Great lit review framing. The hypotheses need work. But your voice is strong and the argument has promise.” Translation: I’m about to crush a section, but you have something to build on. Do not offer stale overused praise like “Good effort.” Use real compliments that are directly relevant to the paper. 2. Use the phrase: “This is common at this stage” It moves the comment from “You’re a disaster” to “You’re right on schedule.” “This is a common issue in early drafts. The contribution just needs sharper positioning.” Magic. Seriously. It lets the student know they are normal. 3. Blame the paper, not the person Say: “The discussion meanders a bit.” Not: “You don’t seem to know what you’re talking about.” If you depersonalize it, the student will fix it. If you personalize it, the student will take a LOOONG time to get to it. 4. Offer a way forward Don’t just say “this doesn’t work.” Say: “This doesn’t land yet—have you looked at how [X paper] frames a similar argument?” Now it’s not a failure. It’s a useful feedback. 5. End with: “This is fixable.” No matter how rough it is, always end with hope. “This is fixable” means: I’m not giving up on you—and neither should you. And. When you say it is fixable. Give direction on how. Say: “Let’s break this into 3 chunks.” Then. Schedule times to follow up on each chunk. So the student doesn't feel alone. You’re coaching, not assigning miracles. Feedback doesn’t have to break a student to make them better. You can be honest, and direct and motivate a student to revise their paper —not to rewrite their career plan. To do it, you need to take a little time, show a little compassion, and offer support. And. When you do, you win, bc your student will grow! Best of luck! #academicjourney

The best way to teach brainstorming? Let students brainstorm your teaching approach. Today, our design thinking class at the University of Kentucky, TEK 300, "Teens and Screens," reached a pivotal moment. With midterms behind us and spring break over, we faced a critical question: How might we structure the remaining weeks to promote deeper understanding rather than just blasting through the steps of our semester-long project? Instead of deciding for our students, we chose to "eat our own dog food"(as they used to say at Apple). (HT Reinhold Steinbeck, charles kerns) We turned our students into users and co-designers through a structured brainwriting session focused on this challenge. The process was beautifully simple: • Students received worksheets with our "How Might We" question and a 3×5 grid • Everyone silently wrote initial ideas (one per box) in the first row • Sheets rotated three times, with each person building on or adding to previous ideas • We ended with a gallery walk and dot-voting to identify the strongest concepts In just 20 minutes, we generated over 50 unique ideas! The winner? Incorporating hands-on, interactive activities in every session that directly connect to that day's learning objectives. The meta-realization? We were already practicing the solution before formally adopting it. The brainwriting exercise itself exemplified exactly what our students told us they wanted more of. My teaching partner Ryan Hargrove immediately began storyboarding how we'll implement this approach, moving us closer to the collaborative learning journey we want to have with our students. We're moving from "Once upon a time..." (not as great as we could be...) to "Students designed..." (active participation), to "Now we really dig learning all this..." Your students already know what they need; your job is to create space for them to tell you. P.S. What teaching approaches have you transformed by inviting your students to become co-designers of their learning experience? #DesignThinking #HigherEducation #TeachingInnovation #BuildingInPublic #StudentCenteredLearning

One of the ways I'm incorporating #AI in the feedback loop for students in my writing class is to use it as a guide for talking points when they go to the language lab for support. I told students I would be using Brisk Teaching for round 1 (maintaining transparency about when I'm using AI and hopefully leading by example), where it creates feedback points based on my rubric and inserts them in a table at the top of their essay. Using Google Docs, I converted the bullet points to checkboxes (though it would be nice if Brisk did this part automatically), so students can go through point by point and show me that they're at the very least looking at the feedback before the next round of writing. Next, I asked students to highlight one point from each category and use the comment feature to speak to it. This could be any variation of responses: 🔦 Spotlighting an issue that they know they need to work on and how they're dealing with it in this paper 🙅♀️ Disagreeing with the AI and explaining why they don't want to make the change it's suggesting ❓ Asking for clarification on how to respond to a point ➕ Etc. Next, when they go to the lab to get help, these highlights and the changes they made will form the foundation for the talking points when they work with the professor. One of the biggest problems when students go to a lab for support is always training them to be prepared instead of going in and saying "please check my paper" rather than empowered with a specific learning goal in mind. So the goal here is to have them go in with 5 already acted upon (or at least considered) points to discuss in order to make a more productive lab time. The screenshot is a sample that I sent to my students to understand the concept. I'm sure there will be some fine-tuning, but already many of them are interacting more with their early drafts and even coming to me to make sure that they're building good responses to talk to the professor in the lab about. I'll need more exploration, but to me this is a good way to take advantage of the strengths of AI, continue to challenge students to think critically about what it generates, and wrap it all in a human-centered approach focused on student learning rather than just using a shiny toy for the sake of it. #AIinESL #ArtificialIntelligence #TESOL #TESL #TESOL #ELT #LanguageLearning #Composition #StudentSuccess

When I first started teaching online back in 2017, the course evaluation process bothered me. Initially, I was excited to get feedback from my students about their learning experience. Then I saw the survey questions. Even though there were about 15 of them, none actually helped me improve the course. They were all extremely generic and left me scratching my head, unsure of what to do with the information. It’s not like I could ask follow-up questions or suggest improvements to the survey itself. Understandably, the institution used these evaluations for its own data points, and there wasn’t much chance of me influencing that process. So, I decided to take a different approach. What if I created my own informal course evaluations that were completely optional? In this survey, I could ask course-specific and teaching-style questions to figure out how to improve the course before the next run started. After several revisions, I came up with these questions: - Overall course rating (1–5 stars) - What was your favorite part (if any) of this course? - What did you find the least helpful (if any) during this course? - Please rate the relevancy of the learning materials (readings and videos) to your academic journey, career, or instructional design journey. (1 = not relevant at all, 10 = extremely relevant) - Please rate the relevancy of the learning activities and assessments to your academic journey, career, or instructional design journey. (1 = not relevant at all, 10 = extremely relevant) - Did you find my teaching style and feedback helpful for your assignments? - What suggestions do you have for improving the course (if any)? - Are there any other comments you'd like to share with me? I was—and still am—pleasantly surprised at how many students complete both the optional course survey and the official one. If you're looking for more meaningful feedback about your courses, I recommend giving this a try! This process has really helped me improve my learning experiences over time.

Feedback is a loop, but we often keep it open-ended. Closing the loop is more than a simple "thank you for giving me the feedback." That's merely a dead end. Feedback isn't an event, it should be an ongoing partnership for growth. How do you make that happen? By applying feedback and following up with this three step process: Step 1: Change the way you ask for feedback. Instead of simply asking "what feedback do you have," get more specific in what you're asking for up front, so you can focus the other person's attention to what you need (e.g. I'd really like your feedback on the overall flow of that presentation and what made it easy or difficult to absorb). Then look for the one thing you can take and apply. This approach makes it easier to get valuable, actionable feedback, even if there are elements you disagree with. Step 2: Proactively set a date to action on the feedback and even follow up. When can you implement a first step? How will you re-connect to provide an update? Discuss that plan with the other person. Step 3: When that date hits, share the following: "Because of your feedback, I did x, and this is what I've observed as a result. What have you noticed?" We leave conversations unfinished and open-ended every single day, like strands of string dangling everywhere. It's time to start creating loops - professionally and personally. #ignitedbyjordana #feedback #leadership #communication #closetheloop

🔴 Fear of failure stifles learning. When learners are afraid to make mistakes, they stop trying. They avoid taking risks, which means they miss out on key learning moments. To help learners build confidence and achieve long-term growth, create a safe space where trial and error are welcomed. Here’s how: 1️⃣ Encourage a growth mindset. Remind learners that mistakes are part of the process, not the end. ✅ Reinforce that errors are learning opportunities, not failures. ✅ Celebrate effort and improvement, not just the outcome. 2️⃣ Design low-risk practice opportunities. Give learners a chance to try, fail, and learn before they apply skills in high-stakes situations. ✅ Use simulations, mock scenarios, and role-playing. ✅ Allow learners to explore solutions without fear of repercussions. Example: In customer service training, let learners practice handling tough conversations in a simulation before engaging with real clients. 3️⃣ Provide supportive feedback. Don’t just point out mistakes—guide learners to understand what went wrong and how to improve. ✅ Make feedback specific and constructive. ✅ Focus on solutions, not just the problem. 4️⃣ Promote reflection and self-assessment. After each attempt, have learners reflect on their actions. ✅ What worked well? ✅ What could they do differently next time? ✅ What will they try next? 5️⃣ Foster a safe, non-judgmental environment. Create an atmosphere where learners feel comfortable asking questions and taking risks. ✅ Set expectations that mistakes are normal and expected. ✅ Be transparent about the learning journey and the importance of growth. Learning thrives in environments where mistakes are seen as steps toward success. 🤔 How do you create a safe space for trial and error in your training? ----------------------- 👋 Hi! I'm Elizabeth! ♻️ Share this post if you found it helpful. 👆 Follow me for more tips! 🤝 Reach out if you need a high-quality learning solution designed to engage learners and drive real change. #InstructionalDesign #GrowthMindset #LearningThroughFailure #LearningAndDevelopment #ConfidenceBuilding