Top 5 Tips To Make Feedback Effective
To conclude the 5-part Coffee Course on Feedback, we draw out the Top 5 tips to help make feedback most effective.
5 Tips To Refresh Your Curriculum
As the new Curriculum Architecture is picking up steam and there is an increasing number of curriculum re-design projects across campus, here are some top tips for curriculum refreshment.
Coffee Course Day 5: Building Student Confidence and Practical Examples Of Feedback
For our final instalment in the Coffee Course Feedback For Learning, we encourage educators to get students involved in the feedback process through predicting feedback and self-regulation.
Coffee Course Day 4: How To Make Feedback Effective
Day 4 of the Coffee Course on Feedback for Learning looks at the how - be selective, embrace technology options, and foster students' feedback literacy.
Coffee Course Day 3: Feedback Timing
They say timing is everything, and it can be particularly crucial for the feedback experience. The key is to provide feedback with enough time for students to use it effectively to improve and advance their study.
Coffee Course Day 2: The Role Of Emotions In The Feedback Experience
Giving and getting critical feedback can be an emotional experience. Here we look at ways to help both you and your students navigate the emotions and power dynamics of the feedback experience.
Cracking the HEA Code: How To Write Reflectively
The HEA Fellowship program is now well established at Macquarie. Are you currently writing your application or are thinking about it in the future? Here I share some tips and insights on how to tackle the tricky 'reflective' writing style...
Coffee Course Day 1: Why Is Feedback So Tricky To Get Right?
Olga and Geraldine, as guest writers for The ANU 'Coffee Courses' Professional Learning Program, have written a 5-day course on Feedback for Learning. Day 1 goes through common misconceptions about Feedback and how to rethink them.
3 Ideas For Better Exams: Beyond Cramming And Forgetting…
Here are some considerations to help you develop more pedagogically-sound practice for exams; steering away from exam design that simply focuses on ‘recalling’ information, towards one that provides students with an opportunity to analyse, synthesise, create and apply their knowledge...