Using a Clean Feedback Model to Facilitate the Learning Process

Barbara Walsh; Sarah Nixon; Caitlin Walker; Nancy Doyle

doi:10.4236/ce.2015.610097

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CE> Vol.6 No.10, June 2015

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Using a Clean Feedback Model to Facilitate the Learning Process ()

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DOI: 10.4236/ce.2015.610097 3,947 Downloads 5,022 Views Citations

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Barbara Walsh¹, Sarah Nixon¹, Caitlin Walker², Nancy Doyle²

Affiliation(s)

¹School of Education, Leisure and Sport Studies, Liverpool John Moores University, Liverpool, UK.
²Training Attention Ltd., Liverpool, UK.

ABSTRACT

Effective and informative feedback is an essential part of learning and improving performance that is influenced by a number of issues, such as time constraints, ambiguous communication and emotional barriers (Hattie, 1998). Feedback should facilitate the learning process and the teaching performance. Accordingly, in this article we examine the “clean feedback” model developed by Walker and Doyle (2006) and explore its impact on the learning experiences of a purposeful sample of eleven beginning physical education teachers undertaking a one year postgraduate Qualified Teacher Status course at a post-92 university in the North West of England. After two days of staff and student training in using the model, the data in the form of lesson evaluations and self feedback were collected at staged time intervals during their second placement school. The findings indicate that the model has improved the students’ ability to give and receive both positive and negative feedback and to improve students self awareness and understanding of their own learning and teaching styles. The implications of our findings are discussed in relation to the observation and feedback of the beginning teachers and mentors might be improved on such courses for physical education trainee teachers.

KEYWORDS

Feedback, Feedback Model, Mentoring, Clean Language

Cite this paper

Walsh, B. , Nixon, S. , Walker, C. and Doyle, N. (2015) Using a Clean Feedback Model to Facilitate the Learning Process. Creative Education, 6, 953-960. doi: 10.4236/ce.2015.610097.

Conflicts of Interest

The authors declare no conflicts of interest.

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