Walsh, BA and Nixon, S and Walker, C and Doyle, N (2015) Using a Clean Feedback Model to Facilitate the Learning Process. Creative Education, 6. pp. 953-960. ISSN 2151-4771
Clean feedback.pdf - Published Version
Available under License Creative Commons Attribution.
Effective and informative feedback is an essential part of learning and improving performance that is influenced by a number of issues, such as time constraints, ambiguous communication and emotional barriers (Hattie, 1998). Feedback should facilitate the learning process and the teaching performance. Accordingly, in this article we examine the “clean feedback” model developed by Walker and Doyle (2006) and explore its impact on the learning experiences of a purposeful sample of eleven beginning physical education teachers undertaking a one year postgraduate Qualified Teacher Status course at a post-92 university in the North West of England. After two days of staff and student training in using the model, the data in the form of lesson evaluations and self feed- back were collected at staged time intervals during their second placement school. The findings indicate that the model has improved the students’ ability to give and receive both positive and negative feedback and to improve students self awareness and understanding of their own learning and teaching styles. The implications of our findings are discussed in relation to the observation and feedback of the beginning teachers and mentors might be improved on such courses for physical education trainee teachers.
|Uncontrolled Keywords:||13 Education|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Divisions:||School of Sport Studies, Leisure and Nutrition|
|Publisher:||Scientific Research Publishing|
|Date Deposited:||24 Jun 2015 10:09|
|Last Modified:||24 Jun 2015 10:09|
|DOI or Identification number:||10.4236/ce.2015.610097|
Available Versions of this Item
- Using a Clean Feedback Model to Facilitate the Learning Process. (deposited 24 Jun 2015 10:09) [Currently Displayed]
Actions (login required)