Developing Feedback Skills (Physical) (QAA 5,7)

Objective:

To explore the need for feedback and support within the learning process
To understand the elements that support skill development and build confidence in execution

Overview:

This simple task is designed to help students understand the importance of effective support and feedback during any learning process, but particularly mastering a skill. This approach seeks to use a fun activity (standing on 1 leg) to demonstrate the importance of practice and guidance in achieving goals and improving performance. Reflection upon the learning experience seeks to provide lessons for future learning and illustrate how support, guidance and feedback can improve performance and experience.

Activity

This activity invites individuals to undertake the challenge to stand on one leg for the longest time. This challenge should be set by asking individuals to guess publicly how long they will be able to undertake this task.

(In a large group, you can ask everyone to keep their hands up if they feel that they stand on 1 leg for 5 seconds, 10 seconds, 15, etc until there are only a few left and ask them to state their time!)

Then demonstrate the task (or invite the person who had the most confidence in their ability to do it the longest) to undertake the task (*with the option to raise the arms from either side, at full stretch to meet above the head, hands palms-together).

Then invite each individual to think about what they need to improve the time they initially suggested - seek examples of

Research
Partnering or mentoring
Questioning/ scoping
Guidance
Practice
Advice
Expertise

that might be sought to help them – and give them time to improve their time through practice before testing the group / individuals in a timed test.

Once these have been identified, invite them to take the support they think they most need (a partner; a mentor; printed guidance) or to undertake research (using smart phones or lap tops) and be prepared to repeat the task in 10 mins. They can use this practice time in any way they consider effective to improving their performance.

Repeat the challenge and explore with the group who, if anyone, improved during the 10 mins practice and what helped their performance. Explore with the wider group what supported them and gave them confidence in the challenge.

Explore the issue of skill development as part of their reflective practice (See QAA5ReflectiveDiary) by outlining how they have improved upon skill development in the past (learning to drive; learning the piano; golf; swimming etc).

Skill Development:

Effective skill development is created through practice, repetition, guidance or mentoring. Exploring with your students how they developed their knowledge and understanding of the task, and what or who helped them will help identify these core themes. Explore how their research, partnering, mentoring, guidance, questioning, advice etc helped them and identify lessons for future skill development.

By broadening out the discussion to include wider examples of skill development (learning musical instruments; learning to drive; learning to swim etc) you can explore the role of effective feedback and also role models and mentors in their development.

Use this simple task to draw out examples from the group and collate the lessons that they can take forward into future learning.

Resources:

Prepared set of support as print outs – questions; advice; guidance (printed out to share or per person should they be required) – or on a slide to showparticular groups or individuals who are interested.