Classic psychedelics such as psilocybin produce an altered state of consciousness ASC characterized by vivid imagery and profound changes in mood, thought, intuition, and self that is otherwise rarely experienced except in dreams. The results show reduced activation in the right extrastriate and posterior parietal areas, and disrupted modal object completion. Furthermore, they suggest that psilocybin-induced imagery is primarily mediated by 5-HT2A receptor activation based on a disruption in cortical feedforward and feedback processing.
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As teachers, we pretty much give feedback all day long. We receive plenty of feedback as well, from our students, their parents, our administrators, and our peers.
And we encourage our students to give feedback to each other, albeit with pretty uneven results. Really, the experience of school could be described as one long feedback session, where every day, people show up with the goal of improving, while other people tell them how to do it.
As we give and receive feedback, people get defensive. As far as I can tell, not a lot of educators are familiar with the practice of feedforward, and I really think if we learned how to do it and started using it more consistently, it could make a huge difference in how our students grow and how we grow as professionals.
In the book, Joe digs deep into the practice of feedforward and shows us how and why it works. When we give feedback to our students, or when our co-workers or administrators give feedback to us, the focus is on the past. It shuts down our mental dashboards.
The parts that are responsible for executive function, for creativity, the parts that allow us to sort of set our agendas and make rational decisions, essentially we are in a state of mental paralysis. Instead of committing ourselves to improvement, which is what we would hope would happen, we hold onto this debilitating view of who we are instead of focusing on who we are becoming.
Suppose my student is writing an essay. In his book, Hirsch takes this broad concept of feedforward and defines six components of it, six specific characteristics of feedforward that make it so effective. If you want to implement feedforward well, it should have these attributes: The most effective kind of feedforward helps people see opportunities for growth—ways they could take on new opportunities and roles.
This helps students see themselves in a new light and gets them thinking about ways they could grow. What makes these sessions so effective is one important rule: When we are discussing possible solutions to an issue, rather than shooting down ideas that might not work, we could add to them by making small tweaks.
What if we made this small change and tried that? This can be a pretty ineffective way to help people grow. So rather than wait until an assignment is done to point out all the ways a student can improve, find ways to give them specific pointers while they work, and only one thing at a time, so students can process and act on it right away.
No one particularly likes giving criticism. So the tendency is to either avoid giving feedback altogether or to disguise it as a praise sandwich, where we basically slip one piece of criticism in between two very, very surface level gauzy praises.
People remember most the thing they heard last. Hirsch recommends a more direct approach: People want the truth. So if a student regularly forgets to bring materials to class, rather than simply telling him to change, help him make a specific plan for improvement.
Ideally, that plan should have lots of small steps to make it achievable, and the student should take the lead in developing that plan. It happens in groups and across and within organizations.
And when we dump that command and control nature of traditional feedback, we make room for something much more collaborative and shared. Although it can result in more conflict, the contributions from different points of view usually produce a higher-quality product in the end.
This idea can play out in a lot of educational settings: Instead of just having our department head observe our teaching, why not get feedback from someone who teaches a completely different subject? When students go to the same peers for feedback on their work, have them seek out the opinion of someone new, or consider getting the input of a group of students from a different class or grade level entirely.
Doing so can help us, as Hirsch says, stop seeing ourselves just as who we are, but who we are becoming. Come back for more. Over 50, other teachers have already joined—come on in!PREFACE AND GLOSSARY This report of the Task Group on Assessment and Testing ventures into a specialised field with its own technical vocabulary.
New Product: Atten-2 A stepped attenuator overcomes the liabilities of the conventional potentiometer-based volume control. New Octal Aikido All-in-One. If you benefit from the book, please make a small donation.
I suggest $5, but you can choose the amount. The earliest instances of what might today be called genetic algorithms appeared in the late s and early s, programmed on computers by evolutionary biologists who were explicitly seeking to model aspects of natural evolution.
This is Jennifer Gonzalez welcoming you to Episode 87 of the Cult of Pedagogy Podcast. In this episode, we’re going to talk about how shifting from feedback to “feedforward” can make a huge difference in helping the students and other people in our lives grow.
Instead of rating and judging a person's performance in the past, feedforward focuses on their development in the future.