In this episode Dan discusses the need for students to not only get critical feedback, but to also be given the time to action the feedback and revise their work.Critical Feedback and Revision is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/lFLn0FTkrJ8Show notesHi everyone. Welcome again to another episode of the Effective Teaching podcast, where I provide you with actionable strategies that you can apply to your teaching and learning to enhance student learning and transform them into lifelong learners. I’m Dan Jackson and this week I want to discuss Critical Feedback and RevisionSomething we do not do often enough with our students is allow time for them to get feedback and revise their work, especially for assessment tasks.We think we do by saying submit a draft 1 week before and I will give you feedback… but the reality is that less than 10% of your students probably take you up on this, unless you are from a selective school or only teach extension classes. Regardless, I can guarantee it is not 100% of your class.In my recent study of PBL and creating my own PBL units I love what they do to provide students with feedback that they should action and it is all tied up with public audiences. Or at least one beyond you.Often there are 2 or 3 rounds of feedback and revision in PBL because it follows more of the design process where revision occurs multiple times until the prototype is ready to become an actual product. So for the classroom what this means is that the feedback comes from multiple sources:Another class or group of students could provide feedback using criteria or maybe by answering questions asked by the student who is looking for feedback.Have a mentor (teacher, adult, expert etc) provide feedback using criteria or maybe by answering questions asked by the student who is looking for feedback.Feedback from a wider audience. Maybe a test group if what is being produced can be tested, or from a variety of people NOT the teacher.Throughout this whole process the teacher also has the chance to provide feedback multiple times, but the teacher is not the focus for whom the product is being produced.For example, You could have students write an essay on a specific novel and then share this essay with 3 students from another class who provide feedback answering questions such as:What did you learn from the essay?Was there something you wondered because of the essay?Were there any sections that were difficult to understand? EtcThe student could then revise the essay and publish it on the web or share it into a group on SM where people are familiar with the novel and can provide further insights such as:What perspective did this essay not consider?Is there evidence you know of that would further strengthen or perhaps be used to argue against this essay? EtcIf you set dates for these types of public feedback sessions, students tend to get the “draft” ready by then because otherwise it is embarrassing for them. There is a sense of pride and the removal of a place to hide. But there is also a sense that what they are creating is not just for them and they can begin to see some of the other applications of their product.Whenever you are doing feedback like this having some sort of criteria for the feedback or pre arranged questions to get feedback on can really improve the results of the feedback and the student’s willingness to then revise the product.To help with this I want to refer to a book I have been reading called The New 1-minute Manager. Now there are 3 aspects to the one minute manager each of which takes 1 minute. One of these is called a 1 minute redirect. A 1 minute redirect basically is when the “manager” and in our case this is anyone providing feedback, and I like this approach as a teacher.First they need to mention what they can observe about the product and rel..