Giving Feedback: General principles and the RICE Paragraph model
Summary
TLDRThe video script emphasizes the significance of peer feedback in academic and professional settings, advocating for constructive communication that builds up rather than tears down. It introduces the RICE paragraph model for feedback, which focuses on relationship, information, claim, and explanation, to foster meaningful interaction and avoid alienating recipients. The speaker cautions against overemphasizing grammar feedback, instead encouraging attention to broader writing aspects like structure and rhetoric, to promote effective communication and support writers' growth.
Takeaways
- 📚 Peer feedback is crucial for learning and development, often assigned through articles discussing its importance and effectiveness.
- 🤝 The speaker emphasizes the importance of building rapport and relationship when giving feedback to ensure it is constructive and not alienating.
- 🔍 Feedback should be specific, tangible, and offer recommendations rather than being vague or overly critical.
- 🚫 Avoid using extreme language like 'terrible' or 'awesome' when giving feedback; focus on being specific and constructive.
- 📝 The 'Rice Paragraph' model is introduced as a structured way to give feedback, starting with relationship building, providing information, making a claim, and ending with explanation and recommendation.
- 🤔 Reflect on past experiences with feedback to avoid repeating unhelpful patterns and to build on what has been effective.
- 👥 Be aware of socio-cultural dynamics that can influence how feedback is given and received, and avoid making assumptions based on appearance or background.
- 💼 Feedback is not just for academic settings; it's a vital communication skill in various contexts including the workplace.
- 🙅♂️ Avoid defaulting to grammar feedback; focus on larger patterns and aspects of writing that contribute to meaningful communication.
- 🌟 Praise patterns of effective writing to encourage continued development and avoid an overemphasis on minor mistakes.
Q & A
What is the main focus of the video on peer feedback?
-The video focuses on the importance and effectiveness of peer feedback, how to give it constructively, and the socio-cultural dynamics that can influence the feedback process.
What are some of the articles mentioned that relate to peer feedback?
-The articles mentioned include 'Community Based Assessment', 'To Give is Better Than to Receive' from 2001, and another 'To Give is Better Than to Receive' from 2009, and 'Interaction and Feedback' which discusses the socio-cultural dynamics of giving feedback.
Why is it important to be careful with peer feedback based on someone's appearance or background?
-Assumptions based on appearance, social, or linguistic background can change the way feedback is given and received, potentially leading to biased or unfair feedback.
What is the 'Rice Paragraph' model for giving feedback?
-The 'Rice Paragraph' is a feedback model that emphasizes starting with relationship and rapport building (R), providing information or illustration (I), making a claim (C), and offering explanation and recommendation (E).
How does the 'Rice Paragraph' model differ from traditional paragraph models like PIEs or AIEs?
-The 'Rice Paragraph' model starts with building a relationship with the recipient, rather than immediately stating a claim or topic sentence, which can be more sensitive and constructive in feedback scenarios.
Why is it advised to avoid using extreme language like 'terrible' or 'awesome' when giving feedback?
-Using extreme language can be unhelpful and not meaningful for improvement. It's more constructive to provide specific, tangible feedback with recommendations.
What is the significance of focusing on patterns rather than individual grammar mistakes when giving feedback?
-Focusing on patterns helps identify areas of strength or struggle that can be developed, rather than just pointing out minor errors, which can be demotivating and doesn't contribute to meaningful writing improvement.
Why should grammar feedback not be the primary focus in the initial stages of peer feedback according to the video?
-Grammar feedback can distract from the more important aspects of meaningful communication and writing improvement. It's more beneficial to focus on structural, analytical, rhetorical, socio-cultural, scientific, and technological aspects of writing.
What is the 'ghosts of our composition past' mentioned in the video?
-The 'ghosts of our composition past' refers to the influence of past teachers or instructors on how we give feedback, often leading to adopting a negative or critical voice.
How does the video suggest improving the practice of giving feedback?
-The video suggests improving feedback practice by using the 'Rice Paragraph' model, focusing on patterns, building people up, and avoiding a default to grammar feedback which can be demotivating.
Outlines
📚 Introduction to Peer Feedback
The speaker begins by acknowledging the absence of headphones and proceeds to discuss the importance of peer feedback in various contexts, including academic and workplace settings. They mention assigning articles that emphasize the significance and effectiveness of peer feedback, such as 'Community Based Assessment' and 'To Give is Better than to Receive.' The speaker stresses the need for constructive feedback that builds up rather than tears down, referencing Mark Driscoll's approach. They introduce the 'Rice Paragraph' model for giving feedback, which is based on Rogerian rhetorical practice and contrasts with traditional paragraph models like PIES or AXES that start with a claim. The speaker advises against using negative language and emphasizes the importance of specificity and offering recommendations in feedback.
🔄 The Rice Model for Constructive Feedback
The speaker elaborates on the Rice model, which stands for Relationship, Illustration, Claim, and Explanation. They advocate starting feedback with a relationship-building statement to establish rapport with the recipient. Following this, the giver should provide specific examples from the recipient's work to illustrate their points. The 'Claim' part involves stating whether the observed aspect was effective or not and explaining the reasons behind this judgment. The speaker advises against focusing solely on grammar and instead encourages looking for patterns in the writing that can be praised or improved. They also warn against embodying negative voices from past experiences and emphasize the importance of uplifting feedback.
🚫 Avoiding Grammar-Centric Feedback
In the final paragraph, the speaker addresses the common tendency to focus on grammar when giving feedback, which they discourage. They argue that grammar should not be the primary focus, especially in the context of their class, where other aspects of writing such as structure, analysis, rhetoric, and socio-cultural elements are more pertinent. The speaker encourages looking for patterns in writing rather than individual errors and praises patterns of effective writing to motivate the writer. They conclude by reiterating the importance of meaningful communication and the detrimental effects of an overemphasis on grammar, which can hinder a writer's development and understanding of meaningful writing.
Mindmap
Keywords
💡Peer Feedback
💡Community Based Assessment
💡Rice Paragraph
💡Rogerian Rhetorical Practice
💡Claim
💡Illustration
💡Tangible
💡Grammar Feedback
💡Patterns
💡Structural Aspects
Highlights
The importance of peer feedback and its role in community-based assessment and grading.
The socio-cultural dynamics of giving feedback and how assumptions based on appearance or background can affect it.
The need to be helpful rather than critical when giving feedback, drawing from Mark Driscoll's advice.
Feedback as a key communication skill in academic and workplace settings.
The 'Rice Paragraph' model for structured feedback, emphasizing relationship, information, claim, and explanation.
The influence of Rogerian rhetorical practice on the 'Rice Paragraph' model.
Avoiding the traditional PI or AI model for feedback, which can alienate the recipient.
The significance of starting feedback with rapport building rather than direct criticism.
Providing specific, tangible details from the recipient's work as part of the feedback process.
The importance of making claims and providing explanations in feedback to clarify effectiveness and reasons.
Recommendations in feedback should be specific and actionable to help the recipient improve.
The tendency for students to default to grammar feedback and the need to focus on more meaningful aspects of writing.
Emphasizing patterns in writing rather than individual grammar mistakes for more substantial feedback.
Avoiding the 'ghosts of our composition past' when giving feedback to maintain a constructive voice.
The 'Rice Paragraph' as a tool to build people up rather than beat them down with feedback.
Focusing on structural, analytical, rhetorical, socio-cultural, scientific, and technological aspects of writing for feedback.
The instructor's stance against overemphasizing grammar in feedback and the encouragement to look for meaningful communication.
Transcripts
okay so apologies I don't have my
headphones today but I need to make this
video this video is on peer feedback and
how to give it I usually assign my class
as a series of articles connected to
peer feedback in its importance and its
meaning and how and its effectiveness
articles like a sow anyways
community based assessment is a kind of
overarching the importance of peer
feedback and also kind of community
grading
I also assign to give us better than to
receive from I think way June 2001 no
that's a different one to give is better
than to receive as I think in 2009 peace
way Jew has another one that's
interaction and feedback and makes peer
groups talks about some of the
socio-cultural dynamics of giving
feedbacks where sometimes we make
assumptions based on people's outward
appearance or social background or
linguistic background and we and it
changes the way we give them feedback
and they give us feedback so that's
something to be careful of but those are
some assignments I usually encourage
some are some readings I usually
encourage when it comes to peer feedback
the important thing with peer feedback
is that we don't want to be jerks but we
want to be helpful so we don't want to
borrow from Mark Driscoll we don't want
to we want to build people up not beat
people up so when it comes to feedback
there are all kinds of places we get to
give feedback so it's actually in a
really important John Rochon right to
practice in the academic setting and
kind of thinking through how you do that
it is a key type of communication we
have we give peer feedback in a variety
of contexts where some places that you
give feedback think about it for a
minute okay it could be at your
workplace right so how many of you guys
do performance reviews or have received
performance reviews they can be awkward
they can be challenging if you've ever
had to give one it's not always a fun
experience it can it takes work and
careful communication when it we also
give feedback on a daily basis
or ask for feedback if we cook sometimes
we'll ask people you know is my hair all
right you know I ask my wife should I
shave today that kind of stuff you know
does this vest to make me look fat those
sorts of things are common things we so
we get feedback and get feedback
constantly and so as we think about
feedback I have a specific model for
feedback that I call a rice paragraph it
builds on kind of the the same
components we learn about with pies or
axes and those sorts of things when
we're dealing with where do we put
claims where do we put reporting
statements or statements of fact where
do we put explanation and that sort of
thing like how do we structure something
like that so when we give feedback it's
a specific genre of communication that
we if we practice it we can find ways to
tie in I will say that my rice paragraph
models built on a Rogerian rhetorical
practice and so if so we'll talk about
that later when we get into rhetorical
patterns you're on res meta structures
later in the course or macro structures
but those are things to be aware of like
those are some of the influences of what
I'm going to talk to you about when we
if we use a traditional version if we
try and use a traditional paragraph
model like PI's or axes the first thing
we do is we often start with a topic
sentence or a claim so if we tried to
use that model for giving feedback a lot
of times that we will focused right out
the gate this needs to be fixed and or
this is you know we'll state our claim
really quickly and then we may provide
support and then we may provide
explanation but depending on how
sensitive that subject is for someone
that whatever the subject is that we're
giving feedback on and people's writing
is kind of a sensitive thing because
they often tie who they are their
identity to it and many people already
have a little bit we talked about the
pts of writing they've already got a
little bit of hurt connected to what the
writing is and so we want to make sure
that we're not starting off just with a
you need to fix this or this is terrible
we don't want to use language like
terrible because it's not meaningful or
even awesome
or good those aren't really meaningful
types of words whether we're giving
constructive or critical feedback we
want to give feedbacks that that's
specific tangible and offers
recommendations so if you think about
the type of feedback that wasn't helpful
feet helpful for you in the past don't
give that kind of feedback you know if
you if someone only if it seemed like
someone was only kind of harping on the
things you need to fix or or little
mistakes that it's like yeah I know I
shouldn't have done that I kind of
missed it like that's not the kind of
stuff we want to spend time on but if we
use that traditional model of pies
that's not a good idea because we start
with our claim in in some cases that
doesn't when it's a sensitive topic that
alienates our reader and they don't hear
the reason why that might be a good
thing an effective thing to focus on a
meaningful thing for them to focus on a
shift and so when what we want to do
instead is I use the rice model instead
of the pies model so instead of starting
with a claim start with relationship and
rapport building that means I'm gonna my
first and it's some people call some
people will use models similar to the
rice paragraph like the compliment
sandwich or something like that but
start by at least mentally acknowledging
that there's a person on the other side
of the writing that you are creating of
the feedback that you're giving how do
you imagine them responding to it start
with something that helps show
connection to them as human beings and
that you are not a robot saying fix this
right that's weird
anyways so we want to connect with our
audience connect with our readers who
are trying to give feedback to based on
their writing rapport building and
relationship establishing a step one
that's the R for rice um after that then
provide the information or the
illustration or the tangible concrete
detail from their writing that or the
pattern that you noticed from their
writing that you want that you feel like
you want to address whether that's
addressing it as like wow when you did
this this and this that was really
effective it made me think of this thing
or it helped me understand that so much
better or helped me visualize whatever
the cases and remember you've got all
eight aspects of writing to choose from
so there's a lot of variety so you want
to point to that specific moment in the
text call it out in paragraph two
sentence three when you said this and
you insert a short quote you know to get
them to say oh they're talking about one
in that one specific moment in my text
kind of thing then after you establish
relationship provide information then
rice Ric the see is claimed and that's
where you actually say whether you think
that was effective or ineffective to
what degree and why and that's where we
get into explanation and when you get
end that you can also make explanation
and recommendation at that point so we
start establishing relationship are we
provide information or an illustration
concrete specific tangible things from
that person's writing and then we say
what we see or as part of that we say
what we're seeing and then we provide a
claim saying this is how we're
interpreting that is it effective is it
ineffective why why not and to what
degree and explain that out and then
provide recommendations so that's a rice
paragraph of feedback so again when we
give feedback it's not just glossing
over things that could be could be
changed or developed further but so many
times when people go to give feedback
we've been trained to give negative
feedback by experience we start I see
students all the time take on the take
on the teacher or instructor voice that
they've had in the past
Donn's go Chesky talks about this is the
the kind of ghosts of our composition
past where we have when we're in the
classroom we almost have these these
other people talking who aren't there
which is kind of interesting and weird
and creepy but and but when we go to
give feedback then we'll often embody
those voices and whether it's a writing
teacher or someone else in your life
that is really good at negative feedback
that just beats people down make sure
you don't borrow their voice instead
build people up don't beat them up
finally when it comes to giving feedback
in my class I see a lot well in general
people to students especially college
students and people
in general tend to default to grammar
feedback we've talked about this
especially in this first unit and you
really shouldn't be spending a lot of
time on it at this point it's not we're
not looking for someone who can find
every single grammar rule broken based
according based on a particular
socio-cultural norm remember our goal
was how can we make meaningful
communication with another person with
our readers how do we make it meaningful
so if you see a pattern that you want to
emphasize you may do that but I do not
want for my class you I don't want you
giving a substantial amount of time on
the feedback portion to the linguistic
aspect of writing in fact for this first
project if you're watching this for my
summer course I'd say no not at all
you have seven other aspects of writing
structural analytical rhetorical
socio-cultural scientific technological
all of those fun things right so we've
got all these other aspects of writing
we can give feedback on we want to look
for the patterns here's another thing
look for the patterns that we want to
focus on not the individual things you
know if if we see a pattern of someone
putting their claim at the end of a
paragraph instead of the beginning and
that leaves us going into the paragraph
getting a little confused well that's a
structural thing that you can talk about
if we see someone nailing transitional
phrases constantly we want to praise
them for set with that so they know to
do more of it in the future if someone
had a really interesting or engaging
hook or title and it wasn't just project
one we want to we want to praise them
for that we want them to make keep it
interesting for us so focus on the
patterns of things people are doing well
or seem to be struggling with and avoid
hyper focusing on grammar because people
default to that when they don't want to
do the work and the problem is that
often people try and critique grammar
they take on a a massive kind of it ends
up feeling like here's all the things
you did wrong I even and I know some
instructors even do this where they take
a point off forever a grammar mistake on
not really a fan of that I think it it
it reinforces a bad practice a practice
that actually harms writers and keeps
them from understanding what meaningful
writing really is and distracts from the
most important things there are places
to focus on that but not now not now not
in not just yet
and usually not in the intensity that
most people want to so don't default to
that use the rice paragraph build people
up don't beat them up and look for the
patterns to give more substantial
feedback on yeah that's all I got I'm
not gonna go into all the different ways
we do grading I might have to do it in
another video
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