Jamesmykil Weber

IDS104

Jacki Dickinson

Module: 4 Journal

The Role of Feedback

Professor feedback

1. In the provided scenario, I received two pieces of feedback in the

team project. The feedback was received for the visual update in the groups

shared digital communication channel.

A. The type and tone of the Professor’s feedback was direct, formal, and

purely evaluative. The type of feedback is a critique of the quality and adher-

ence to the guidelines.

The tone of the feedback was critical and impersonal. The feedback

was focused on the aspects of the work received. With “the charts are con-

fusing”, and “don’t clearly show the trends” there was little room for confu-

sion with clear directions how to remedy.

B. My response might have been very discouraged, given how the whole

response was clarifying everything was incorrect in more than one way. This

could lead me to believe I lack the abilities or understanding to be able to

successfully complete the assignment. However, given my past experiences I

would employ an emotional regulation to prevent getting defensive. I would

clarity I was still needing. To enable a productive next step I could respond

and even ask a question that could help me understand more where I had

made the mistake.

Peer feedback

The type and tone of the peer feedback in the scenario is collaborative

and constructive. It is a peer to peer recommendation for a possible solution

to the post while offering to help.

A. The tone of the peer feedback was supportive, helpful, and motivating

by saying things like "Hey! Thanks for putting this together," "Happy to show

you how I did mine”. Then the peer offered to help when available.

B. My response might have been with gratitude mostly and ready to ac-

cept the offer of help. I would instantly start looking at what they suggested

and how it might help. My experience in discord servers working on projects

with people have taught me the value of teamwork and sharing knowledge. I

would reply back “Thank you!, Im going to look at your suggestion now.”, “I’ll

message you later to go over it together.”.

Growth mindset
2. The peer feedback inspires a growth mindset because it focuses on the

process and techniques not my specific abilities. The feedback suggests A

specific improvement (using different graph types.) which frames this as a is-

sue of the tools not abilities. By offering their own success it shows the belief

necessary that it is very possible to be successful with a different strategy.

This is the foundation of the growth mindset, the ability to refine abilities

through dedication and feedback.

Fixed mindset

3. The professor’s feedback might have possibly reinforced a fixed mind-

set because it was solely focused on outcomes with labels like “confusing”

and “clearly show the trends”. The feedback could have also included techni-

cal instructions, which could lead to a more growth based mindset. Without a

next step or goal I could have taken it as I clearly just don’t understand to

cannot complete it successfully. If I had maintained the fixed mindset I had

as a child, This might have made me feel like my abilities wouldn’t be able to

cover the pre requisites to complete the task or similar future tasks.
 Practical strategy

4. There is a 3 step method I use as a practical strategy to engage with

all feedback successfully, I remove emotions, research, and properly exe-

cute.

For removing my emotions I would first decide my self worth is not rel-

evant to the task or knowledge or lack thereof. I learned I must not be emo-

tional when responding, in order to think more clearly. My goal with this is to

view the feedback from an unbiased lens and research before responding.

For researching I will actively and immediately understand what it is

that might have been suggested to me. If there was not anything suggested,

I would start deep diving into anything relevant tot he subject in order to

learn more about adjacent information surround the topic. If there is no sug-

gestions or leads I need to clarify and ask for it. This will make sure that I

don’t feel like I can’t do it, and to make sure I still achieve my goals.

For proper execution I will immediately use any actionable feedback

presented appropriately if it still fits my plan if available. One way I can do

this is by breaking down complicated topics into smaller digestible tasks like

we do in our discord server. This will shift the focus from a negative outcome
to a challenge that is possible. This practice will reinforce the idea that suc-

cess is dependent on dedication and effort not natural talent.

Received feedback

5. I have received feedback before from many things, but one time I was

told in a game that I sucked and they made me feel like I should just give up

on the game we were playing. I decided to stop playing with people and start

playing solo. This made me way better and focused on game mechanics.

A. Effective: This feedback was effective for me, but most people this

would not be effective for. It was effective because even though I took it

emotional, my response was well thought out; so well thought out I stopped

playing with people much other than people who were at my level. I now

have deeper skills that I can help others with because I no longer rely on

teammates.

Ineffective: It was the persons intention to make me feel bad. The point

was taken and at first I stopped playing for a few days to re evaluate how I

wanted to handle a response for myself. This was ineffective because the

person attacked me and gave no indication to possible skill increase. The

person also attempted to prevent me from getting better.