Adopting a flavoursome approach to making feedback moreish
No one doubts that feedback is a powerful tool within the learning process. In many respects it is critical to enabling progression. Several projects being conducted by the CATS Cambridge research community suggest that getting feedback right, and ensuring that it is understood and applied requires a highly nuanced individualised approach. Successful feedback is argued […]
Cross Cultural [Mis]communication
For my CamSTAR Research project, I will be looking at how we can make visible (explicit) the invisible (implicit)cultural boundaries impacting the effectiveness of feedback. David Didau makes us aware of the input/output myth “what we teach is what students learn”. (Didau, D. 2013). When we give feedback, we expect students to receive this feedback […]
