Those motivated by teaching for learning want to help students be successful learners. But sometimes the process of doing that can be tricky. At least, that's how it felt recently to us. We have both been giving some thought to the amount of advance feedback we give to students on work that will be graded. We are feeling a bit confused about responsibilities and advantages.
Janine: I had a student email me his assignment to review before the deadline, but he had skipped my class that day. I decided to provide some high level feedback, but did tell him that in the future I would expect him to attend class to receive extra assistance. Is providing advance feedback a benefit to students who are done early or is it an unfair advantage? Should there be conditions to get extra support on graded work?
Amanda: A student asked me recently to proof their resume. I'm not sure they always know what proofreading really entails (Hint: It means finding all the errors and correcting them!). Regardless, how much feedback is fair and how little is shirking my responsibilities as an instructor?
Now we're turning to our RRC network of support and asking you for input and advice: Can we sort this out together?
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