Individual Responsive Practice

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IDENTIFY OPPORTUNITIES FOR LEARNERS TO PROVIDE FEEDBACK TO INFORM INCLUSIVE PRACTICE UNIT 2, 3.5 Literature Review (Dominick, Reilly, & McGourty, 1997). Said Group success depends heavily on the degree to which group members effectively interact with one another. Groups that meet over an extended time— from just a few meetings to meeting every week—are more likely to effectively perform their tasks and create positive relationships among members if the group creates a feedback system..A feedback system includes two separate activities. The first is setting up a system for monitoring, observing, or collecting data about group and individual group member performances. The second is setting up a system for using that data as feedback for group members. By considering both positive and negative …show more content…

One to one teaching is ideally suited to encouraging reflective practice, because you can model the way a reflective practitioner behaves. Two key skills are (a) ‘unpacking’ your clinical reasoning and decision making processes and (b) describing and discussing the ethical values and beliefs that guide you in patient care. (p. 544) Principles of giving effective feedback Whether you are giving formal or informal feedback, there are a number of basic principles to keep in mind. 1. Give feedback only when asked to do so or when your offer is accepted. 2. Give feedback as soon after the event as possible. 3. Focus on the positive. 4. Feedback needs to be given privately wherever possible, especially more negative feedback. 5. Feedback needs to be part of the overall communication process and ‘developmental dialogue’. Use skills such as rapport or mirroring, developing respect and trust with the

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