Step 2: Outside the classroom

When you want to flip the classroom, there are 4 steps you need to follow. This course will provide some instructions on creating meaningful feedback and illustrate the process of using video- and weblectures with feedback along the way. It will be explained how you can create a course your students can follow outside the classroom. 

Videolecture

Introduction

Once the learning objectives are outlined, you can begin creating the content of the course. You also have to decide how you will deliver the course to the students. A first possibility, and often the easiest way to get started, is to present an online video lecture. Here you can create the lecture yourself or you can use a lecture of another professor on the internet. An important thing to keep in mind is that the lectures should not be longer than +/-10 minutes, if you want to keep your learners engaged. 

For the feedback course there are selected 10 videos of 2-3 minutes. These present different chapters in the feedback course. It can be chosen if the videos will be presented to the student all in once or in digestible chunks. After every video some questions will be asked to check if the learner got everything that is presented in the lecture. 

Videolecture 1: Intro

This first video gives a short introduction of the course and indicates the goals of this course about feedback. 

  • Discover how to effectively incorporate 2-way feedback into the daily partnership between preceptor and learner
  • Identify how to give feedback and how to frame it for the best learning outcome
  • Understand how to adjust feedback to the expierence level of the learner
  • Learn how to increase comfort and learning when on the giving end of the feedback
What are the main goals of this course about feedback and what will the learners be capable of at the end? 

Videolecture 2: Evaluation vs Feedback

In the second video the difference between formal evaluation and feedback will be explained. Also the different types of feedback are presented (destructive-constructive).

Match the the right explanations about feedback and evaluation. 
  • Evaluation definition
    Proces of ascribing value to the element that is being assessed
  • Feedback defenition
    An interactive process that provides learners with insights in their performance and to improve the practice
  • Evaluated in feedback
    Specific skills
  • Evaluated in evaluation
    The learner itself
  • Constructive
    Supportive language, to correct, modify and improve performance
  • Destructive
    Explosive or sarcastic

Videolecture 3: Setting the stage

Learners wants to know, ‘how am I doing’, ‘how can I improve’, ‘what does my preceptor think of my work’. That's why it is important to know how to provide feedback so the learners can improve themselves. At first it is important to set the stage of the feedback proces. It will reduce anxiety and increase time in the long run.

  • It is important to discuss acceptations: identify the learning style and make clear which specific areas the learner would like feedback on
  • Other team members that give feedback to each other is not relevant
  • Check the prior experiences of the learner
  • Discuss how learners prefer to receive feedback. If there is an discrepancy, establish a compromise.
Which theorems about setting the stage for the feedback process are correct. 

Videolecture 4: Method and style

When giving or receiving you feedback there are a few questions you need to ask yourself which are important to guarantee the effectiveness of the feedback. In the following video, the questions are explained to you. 

Put the right interrogative before the corresponding question.
  • What
  • When
  • Where
  • How
  • Who

Videolecture 5: Functions of feedback

In the video below, the different functions of well-provided feedback are shown. 

  • Confirm and increase awareness of strengths
  • Identify barriers and challenges to achieving goals
  • Help learners improve their performance
  • Over time help students self-reflect, discover their own learning needs and develop a learning plan to meet them
  • Help students rate their professional practice in a realistic way
  • Encourage alternative behaviors and actions
  • Provide value driven evaluation
What is not a function of feedback presented in the video? 

Videolecture 6: Providing feedback

This videolecture explains how to provide effective feedback. For example tell the learner explicitly that you are giving feedback, it may not be clear. Focus on sharing ideas and information rather than absolutes. Explore alternatives rather than focusing on answers or 1 solution. Keep in mind to tell the learner what can be done differently rather than what the learner did wrong. And keep it bite-sized. 

  • Let the learner go first: reflection & self-assessment are the most powerful feedback techniques
  • Share your perspective. Be specific, objective and brief
  • Develop a plan for next time: ask the learner to come up with strategies to improve the performance, provide guidance where needed. Establish objectives!
Can you put the different steps to effective feedback in the right order?

Videolecture 7: Receiving feedback

Next to providing feedback, there is always a receiver too. In this lecture it will be illustrated what needs to be remembered when on the receiving end. 

  • Make your preceptor clear that you want to learn and that the feedback will be a big part of your learning
  • Observe your preceptor and colleagues carefully
  • Be defensive, do not ask for specifics
  • Ask appropriate questions to clarify and get more information
  • Stay in your usual comfort level and don't be assertive
  • Persist on difficult task even when you are discouraged
  • Return the favor, give your preceptor also some feedback
What are the important aspects in receiving feedback?

Videolecture 8: Examples good/bad feedback

Presented below: a concrete example of bad feedback.

Presented below: a concrete example of good feedback. 

  • Destructive
  • Constructive
  • Undermines the person
  • Helps the person

Videolecture 9: Summary

To conclude this online videolecture session, a summary is presented in the following video to recapitulate all the given information. To see if you get the main point of feedback, see if you can answer the following question. 

  • Provide value-free information to improve the performance of the learner
  • Evaluate the learner itself and search one solution to solve their problems
What is the main focus of giving and receiving feedback?

Weblecture

Weblecture

An other easy way to present your lecture is by using a weblecture, powerpoint with a voice over. You can use this powerpoint presentation and create a voiceover (option in easygenerator). Here it is also important to keep the length of lecture in mind (+/- 10min.).

The learners' ownership

Learners' autonomy in following the lecture

In this image you can find important aspects of the flipped classroom and the autonomy of the learners in this kind of setting.

Keep in mind

  • An online lecture should not be longer than +/-10 minutes
  • There is only one possibility to present your lecture
  • You can make your own content or use a lecture from the internet
  • Include everything that you normally would in a regular class lecture
Take this short quiz to see if everything is clear: