CPD:Understanding the Emotional Impact of Feedback, Guildford, Friday, 06. March 2020

In a recently-published model of feedback literacy (Carless & Boud, 2018), the ability to manage affective reactions to feedback is recognised as a central component. In the case of students, the literature reveals that emotive reactions are a common barrier to students’ engagement with and enactment of feedback information (e.g. Jönsson, 2013; Winstone, Nash, Rowntree, & Parker, 2017). However, these reactions are not specific to students; many educational practitioners report similar reactions when receiving feedback through peer review, or through student evaluations, for example. Furthermore, even negative emotions can be ‘activating’, in promoting further action, whilst some positive emotions (such as relief) can be ‘deactivating’ (e.g. Pekrun, 2006). Thus, rather than protecting students and ourselves from emotional reactions, it is important to develop the feedback literacy needed to harness emotion in response to feedback in such a way as to facilitate learning and progress. In this session, we will explore techniques that can be used to develop the ability to manage affect in feedback processes. These techniques are based on the concept of ‘intellectual streaking’ (Bearman & Molloy, 2017), which recognises the importance of teachers openly and authentically sharing their own experiences with their students. A core strategy for developing students’ feedback literacy, in particular the dimension of managing affect, is for teachers to share their own experiences of being on the receiving end of feedback, and how they managed this process. Through collaborative reflective activities, staff and students can work in partnership to discuss feedback and develop shared feedback literacy. 
Learning outcomes:• Recognise the central role of emotion in developing feedback literacy;• Evaluate the relevance of ‘intellectual streaking’ to educational practice;• Experiment with tools and techniques for collaborative staff-student reflective activities;• Evaluate the applicability of these tools to their own practice.
Session aligns with the following UKPSF Dimension(s) (): 
Areas of Activity (A): A1, A2, A3, A4
Core Knowledge (K): K2, K3
Professional Values (V): V1, V2, V3, V4

                                                       

CPD:Understanding the Emotional Impact of Feedback

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