Distance Education

VISION FOR THE FUTURE

2+2: Promoting Focus and Balance in CourseRoom Feedback  

Overview  

2+2, briefly, refers to a feedback protocol consisting of two compliments and two suggestions for improvement.  (2+2 is also the term for a flexible performance appraisal system, in schools or corporations that utilize frequent, focused 2+2 feedback from a variety of observers.) For the purposes of the CourseRoom, 2+2 provides a way for learners to structure feedback according to a set of common expectations.  The goals are to foster a feedback process that extends the critical thinking skills of both the giver and receiver feedback, and promote deeper engagement with the course content.  

These guidelines, or “FAQs,” may be helpful in applying the 2+2 principles to the CourseRoom.  

Why use 2+2?

The purpose is to achieve balance in terms of scope of feedback, both for the giver and receiver of the feedback. This encourages a broad and balanced range of feedback, a skill I hope you will find useful in other professional (and possibly personal) settings as well. Perhaps it seems paradoxical, but 2+2 is intended to widen the range of feedback, not constrict it! There are many reasons to use 2+2 in the CourseRoom:  

·        2+2 provides a template for structured feedback

·        2+2 is an easy way to think about giving and receiving feedback

·        2+2 focus encourages more feedback

·        2+2 is simple but not simplistic

·        2+2 limits feedback (too much information immobilizes learners)

·        2+2 encourages higher quality interactions in the CourseRoom

·        Learner perspective is limited without a variety of feedback from multiple sources

·        Mutual feedback builds effective learning communities

·        A spirit of trust is encouraged by 2+2  

What are the “ground rules” for 2+2 in an online course environment?  

The key is that all participants need to know in advance what to expect. This means we all know the "ground rules," and have a common set of expectations. For the purposes of this course, here’s what they look like:

Assumptions:

• Everyone is both teacher and learner.
• Peer feedback can be as powerful (sometimes even more powerful) than “supervisory” feedback

Expectations:

• Everyone is expected to give 2 compliments and 2 suggestions.

• Everyone gives and receives 2+2 feedback in the spirit of open ended, open minded sharing of multiple perspectives..
• Feedback is to be shared in a spirit of trust, collaboration and helpfulness.
• The receiver of feedback is free to accept or reject it.
• Suggestions you receive are not part of the course assessment process; hence, are no negative repercussions for receiving suggestions of any kind.
• 2+2 feedback is not the same thing as "evaluation"; it is strictly formative.
• 2+2 involves critical thinking, and is as useful for the giver as it is for the receiver.
• 2+2 serves to extend and enhance discussion, and hone skills in giving feedback.
• 2+2 is flexible and occasionally “2+2” will become 3+1 or 1+1. 
• The “feel good” result of compliments sets us up for more open consideration of suggestions.

Isn’t 2+2 just another way of “giving positives and negatives”?  

Not quite.  This is a common misconception.  Compliments are understood to be as positive words of praise or encouragement.  But, suggestions for improvement do not imply negative feedback!  The assumption is that performance of any kind, no matter how good, always has room to improve, can benefit from suggested resources, external/different perspectives, or questions that encourage and extend thought.  Even corrective feedback is not thought of, except in extreme cases, as negative.  This is because much of the most effective learning involves trial and error.  Mistakes, even failure, advance learning if a process of ongoing feedback is available. In fact, failure may be a more powerful teacher than success.  

How would feedback that is a "suggestion for improvement" look in a course room environment?

Compliments are generally easy to offer. Suggestions may seem more of a challenge. Bear in mind that suggestions are not necessarily criticisms. (2+2 is not the typical “positive/negative” dichotomy.) Your "suggestions" can take the form of:

• additional content information
• a relevant life experience(s) that confirms a learner’s idea.
• a life experience that’s an exception to the ideas posted
• a probing question(s)
• a counter-argument to a post’s conclusion
• additional resources you think would be of interest to the learner
• an alternative perspective you think would add to the range of ideas being shared.
• A request for more information if the learner didn’t address the discussion question or all of its elements.

There are many possibilities. The goal is to avoid "blowing sunshine" by making a habit of feedback that says the equivalent of "Good post!" or "I agree."  Feedback that is too bland and non-specific is neither helpful nor meaningful.  

Are learners expected to respond to other learners’ questions or other 2+2 feedback??  Yes!  It is appropriate and expected that you will respond to questions, requests for information or other feedback that seeks to engage you in dialogue.  

Does 2+2 have to be in the form of a list?

A list is not necessary, but is perfectly acceptable. The numbers (2 and 2) are not the crucial issue, but the balance of both compliment and suggestion, and the specific, limited focus, is. (3+1, 1+1, 2+1, but not 5+5!)  

Does every response to another learner have to follow the 2+2 format?

No! A least one response to another learner’s posting, per discussion, should follow the 2+2 approach.  You may wish to include 2+2 in the title of the post. There is no limit to the times you may use a 2+2 approach to feedback. Sometimes, you may just wish to acknowledge an interesting post with a word of praise or offer other types of comments. Try using a 2+2 approach to feedback at least once per discussion.  

In summary:

The use of 2+2:

•         Promotes focus, balance, and simplicity

•         Encourages many data points of feedback

•         Encourages multiple sources of feedback

•         Promotes reflective and critical thinking

•         Disciplines the giver of feedback

•         Embodies the reciprocal benefits of feedback

•         Raises expectations in the discussion room

2+2 also:

•         Is transferable to your professional settings (many learners have introduced 2+2 to       their own schools and workplaces!)

•         Encourages evaluation of feedback

•         Provides perspective on feedback sources

•         Conditions 2+2 users to give constructive suggestions

•         Assumes all presentations (discussion responses) have the potential for improvement

•         Assumes that almost all presentations have something to validate

 

If the expectations are agreed upon and fulfilled, 2+2 is expected to serve and enhance the course goals of valuing life experience, sharing these experiences, extending substantive discussion of ideas, fostering critical thinking, and learning from a multiplicity of perspectives.