Tasks.
Reflection.
What did I do? (Remembering): I spent this week primarily working on the Content Analysis report and the Instructional Model and Strategy report. I spent some time providing feedback to the Formative Evaluation report. On occasion I spoke to teammates regarding my thought process on both of the documents was responsible for (i.e., Content Analysis and Instructional Model reports). Upon completing these documents I felt rather unsure of my work. The feedback that I received from my team members was reassuring and allowed me to think aloud to confirm my thinking process and accuracy of my thoughts.
What was important about it? (Understanding): This week I learned a valuable lesson that not everyone views feedback in the same manner as I do. In the creation of my master’s thesis proposal, my advisor tore my work apart over and over again. Each version I thought was pristine, but even on edit number 16 my advisor marked all over my paper. To this day, I value feedback and suggestions greatly. Feedback and suggestions from peers identifies potential weak spots in my work and gives me the opportunity to improve my work and make my points more clear. Therefore, when I provide feedback, I offer suggestions as I would want my peers to offer me. However, others may view feedback differently. I feel others may view feedback as being critical. As I progress in my doctoral degree and working on my project, I must consider the perspective of my peers. I plan on expressing my perspective on providing feedback to my peers at our next team meeting.
Where could I use this again? (Application): Providing constructive feedback is a higher order skill thinking skill. It is very necessary that I use higher order thinking skills on a regular basis, such as at work, home, parenting my children, mentoring students, etc. I should continue to consider the perspective of my peers when offering feedback in order to heighten my chances of the feedback being well received.
Do I see any patterns in what I did? (Analysis): Yes, I feel that as I practice giving feedback in the variety of ways over the course of the doctoral program and during this team project, I learn that giving feedback is not always an easy task. However, if I keep my focus on the intent and consider the receiver of the feedback, my feedback will likely be more effective.
How well did I do? (Evaluating): I feel overall that I did well. I was able to accomplish all of my intended tasks by the planned deadline, and I had time to devote to offering feedback to other teammates’ work.
What should I do next? (Creating): The next step is to record a screencast of my work on the Content Analysis and post to the discussion board, and begin working with our lead eLearning developer on the creation of our instructional modules. I also need to work with our site manager/videographer to schedule a time to video scenarios for our modules.
What was important about it? (Understanding): This week I learned a valuable lesson that not everyone views feedback in the same manner as I do. In the creation of my master’s thesis proposal, my advisor tore my work apart over and over again. Each version I thought was pristine, but even on edit number 16 my advisor marked all over my paper. To this day, I value feedback and suggestions greatly. Feedback and suggestions from peers identifies potential weak spots in my work and gives me the opportunity to improve my work and make my points more clear. Therefore, when I provide feedback, I offer suggestions as I would want my peers to offer me. However, others may view feedback differently. I feel others may view feedback as being critical. As I progress in my doctoral degree and working on my project, I must consider the perspective of my peers. I plan on expressing my perspective on providing feedback to my peers at our next team meeting.
Where could I use this again? (Application): Providing constructive feedback is a higher order skill thinking skill. It is very necessary that I use higher order thinking skills on a regular basis, such as at work, home, parenting my children, mentoring students, etc. I should continue to consider the perspective of my peers when offering feedback in order to heighten my chances of the feedback being well received.
Do I see any patterns in what I did? (Analysis): Yes, I feel that as I practice giving feedback in the variety of ways over the course of the doctoral program and during this team project, I learn that giving feedback is not always an easy task. However, if I keep my focus on the intent and consider the receiver of the feedback, my feedback will likely be more effective.
How well did I do? (Evaluating): I feel overall that I did well. I was able to accomplish all of my intended tasks by the planned deadline, and I had time to devote to offering feedback to other teammates’ work.
What should I do next? (Creating): The next step is to record a screencast of my work on the Content Analysis and post to the discussion board, and begin working with our lead eLearning developer on the creation of our instructional modules. I also need to work with our site manager/videographer to schedule a time to video scenarios for our modules.