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  • Types of Feedback

    Types of Feedback

    Feedback is an essential part of communication. In its absence, communication can’t possibly be effective. It is the only way to appraise whether the message has been decoded correctly or not. Feedback in education helps both students and teachers strengthen the learning process and can help students improve the chances of their success. There are various types of feedback in current use. Below you will find a summary of some of the most popular types of feedback. 

  • Giving Constructive Feedback

    Giving Constructive Feedback

    Constructive feedback refers to building up matter rather than breaking it down. This type of criticism makes the other person feel that you really want them to improve. For instance, teachers mostly give feedback to students so that they put in extra effort in order to improve their presentation skills or assignments. Also, constructive feedback is not always positive rather it can be focused on the areas where improvement is required.

  • The Millennials are Calling

    The Millennials are Calling

    The millennials are flowing in the corporate industry and changing the way workplaces work. Only in United States, over 40% of the employees will leave the industry to pursue opportunities which satisfy their passion. The ethnic diversity is increasing and employees are generally becoming more globally oriented. Job hopping has become the new ‘cool’ trend, and recent graduates are constantly experimenting and learning skills to explore their potential. (Loehr, 2014)

  • David Kolb’s Learning Styles & Experiential Learning Cycle

    David Kolb’s Learning Styles & Experiential Learning Cycle

    David Kolb ’s learning styles model was developed from his experiential learning cycle theory in 1984. These theories have largely to do with the inner cognitive processes of one’s mind. Kolb believes that effective learning occurs by a cyclic process of experiencing, reflecting, thinking, and acting; which he elaborates through his 4-stage experiential learning cycle theory (1974).

  • Gibbs – Reflective Cycle Model (1988)

    Gibbs – Reflective Cycle Model (1988)

    Gibbs’ Reflective cycle model is used in various situations and is useful in evaluating it. Reflection is used to improve understanding and proof of practice-based learning. It is regarded as a valuable instrument to use after critical occurrences have jumped out to help practitioners and let pupils reflect on encounters and create new learning and form new ideas.

  • The Johari Window

    The Johari Window

    The Johari Window is a psychological tool developed by Joseph Luft and Harry Ingham in 1955, while researching group dynamics at the University of California (Luft, J. & Ingham, H.1955). The name itself has is a merger of the first names of the two psychologists and was initially called JoHari Window. It is widely popular because of its simplicity and practicality for self-awareness, personal development, group development and understanding relationships.