Feedback Given During Motor Learning

Receiving feedback gives us an opportunity to change and modify our behaviour, in order to become more effective at skills.

Feedback is perceived as more valid and objective, leading to acceptance of results and actions required (Michael Armstrong 2009:646).This implies

Positive re-enforcement is a great way to encourage learning, learning by reward encourages the learner into learning mode. It is good for those learners with low self-esteem and will encourage them to build upon their own success, self-evaluate and eventually be able to constructively criticise their own work as they go. Again this will be a positive step forward and should be encouraged as a means of assessment for both learner and teacher.1

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

The purpose of this research paper is to discuss how we learn. How does learning correlate with the hindbrain, midbrain, and forebrain. Also, I discussed how the different structures work in relation to the learning process. Furthermore, I have discussed how disease and injury may affect learning. I used several different resources to gather my information including: educational video, scholarly journals, and my textbook.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

All three theories suggest that experience is an important cause of learning, feedback is important in promoting learning, and reinforcement and punishment in explanations of behavior (Mary A. Miller, 2015).

Reinforcing feedback has a strong positive influence on behavior. Most of us like to hear compliments and feel recognized. Reinforcing feedback will encourage us to do what we did more often, and

Askew, S. and Lodge, C. (2000) Gifts, ping-pong and loops - linking feedback and learning. In: Askew, S. (ed.) Feedback for Learning. London: RoutledgeFalmer, pp.1-18

Edward Taub and his colleagues through a study on sensory and motor learning in non-human primates. The In this study, the researchers temporarily reduced the motor function of monkeys on one side of their bodies. They observed the behavior of the monkeys and how they would drop objects or fall down with their affected side. However, when the monkeys recovered, they continued to not use their affected side. This phenomenon was called “learned non-use.” Based on this research, the basic principles of CIMT were established. Through CIMT, the behaviors of “learned non-use” are reversed by restraint of the unaffected side along with repetitive practice with the impaired side.

There are many physical advantages to gross motor skill development that play a role both in childhood and throughout the rest of that individual’s lifetime. Motor skills that are developed in infancy are essential steps to continue to build motor skills throughout childhood (Burns et al., 2017). In order to have the best physical potential to be able to carry out daily activities, gross motor skills are where this all begins. To have optimal function, an individual must learn how to control their movements with poise and rhythm.

All this is in line with the LLUK Standard Domain E "The role of feedback in effective evaluation and improvement of own assessment skills."

The cerebellum plays a big part in allowing us to learn and retain motor functions (e.g. learning to climb stairs). The cerebellum plays a large role in adapting motor functions, and fine-tuning them to make them more accurate. This is usually done by the simple process of trial and error.

These physical behaviours are learned through repetitive practice. A learner’s ability to perform these skills is based on precision, speed, distance, and technique. Learners’ general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully,

A few examples of Fine Motor activities displayed during the early years include handwriting skills, drawing pictures, making objects out of clay, and even cutting with scissors. Each of these activities is characterized by including the small-muscle developments that involve finger-thumb coordination, hand-eye coordination, and the development of muscle strength in the hand and arm. All in all, motor skills are an important part of the learning process, and as these “fundamental motor skills are learned...[they] serve as the foundation for more specialized motor skills that will be