TLC Salford phlog #salfordaspire
Hello this is Mark Thompson reporting for University of Salford transforming learning and teaching workshop. We're feeding back to a new member staff who has some problems with engagement and feedback in the in the new role and the recommendations coming from a small team of staff who've been assembled at great cost to provide us feedback. So first thing we like to say is that we're making 3 assumptions here. First of all that you are attending the post practice ___ not get any practice. Secondly that have the allocated and work with a mental and
Hello we're going to provide a solution to our problem which is our student is ___ writing essay and pass their assessments and we have decided to first teaching thoroughly from a range of this inspect teaching including a rose(?) that we've been working with such as program leader module leader etc. We've decided that our outcome to resolve the problem and potentially through offering a range of teaching(?) assessment across this across the same program acrossly(?) within same module. We can get very important to ask the students what's rising the problem and whether there are any wider issues ___ circumstances or specific
Hi, this feedback was about why, the trigger was, why do you want feedback? So I can learn from my mistakes. And we were talking about putting together some guidelines for how we might do feedback or feedback to students and feedbacks to staffs and we thought about the need for us to have time and let you know about our feedback. So that means doing early initial indicative feedback to people if they make any serious mistakes that can be dealt with before they become big problems for them and there needs to be frequent feedback and it doesn't necessarily have to be formal feedback on assessment or assignment. It can be informal about their engagement and participation in class, about their attendance, about all sorts of things similarly for now to the staff it can be about whether or not they have taught well enough particular session and although we recognize that some students might fear that there was quite interest(?) to give that kind of feedback there need to be a range of appropriate feedback, a mechanism for people to do that so that some other feedback could be anonymous(?).
This is Emily calling from the Table for the Champions. Problems that we identified within our trigger was that there were issues with June's expectations. We weren't clear as to what they were. Inconsistency when you practice potentially and quality issue and also ___ issues around his office. Possible solution which would affect(?) all of these are as follows. On going dialog between program module is for students, evaluation of module, also contents and also some perspective. Improve task developments to in through, one moment I've lost my notes, showing that practice. Shaping expectations on students. Fear of deviation(?) is ___ developments for academic colleagues. Here is the big change of students. So if you still
This is a solution to discuss do satisfaction(?). We would like first of all look at investigating why don't have I feel this way. We would then reverse to direct to hear would chat to see if that everything's put in place for the new members back which is a mentor of put this and that they following up probation plan which give them actually a direction. We make sure that the test and that you actually again that positive feedback so that this stage it would be informal and supporting and we want to ensure that this was an isolated incident that he wasn't something that was a caring through or a few minutes stuff members that's all. Thank you. What you do when you finish ___
This is Dee in Action for why do you want feedback. It's key action. One is to explain what we're trying to achieve his feedback with the student and then ask them what you think. The second document be her program seems to explore the use of peer feedback as the mechanism all providing a effective feedback and the sign of action would be includes the role sorry increase within the role for pass them tutor and program leaders. The needs to monitor and feedback and you've got to generate an improvement plan for this outbreak of student feedback.
by TLC Salford phlog #salfordaspire
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Hi Artrika(?) was a student who was sick of SA Biting(?). Our solution is that the personal tutor would send a message to the students either being social media or some ___ invite student in for a meeting and then decided any more is required and be so whether that is urgent.
Hello this is Christy here and I'm recording a test message. I have a colleague here. What's your name? Karen. Ok I've got Karen and we are going to hear this live in a few seconds. Ok. That's it and ___