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3 Ways of Getting Student Feedback to Improve Your Teaching

3 Ways of Getting Student Feedback to Improve Your Teaching
During the summer, you'll want to improve your teaching and lessons, but how do you decide where to start? Your students! I use these three ways to get feedback from my students on my lessons, activities, and what I can do to improve next year. Collecting Input First, I’m trying to identify my awful lessons or units so that I can rework them over the summer. Second, I want to understand firsthand what kids love and what they hate. 1. I end the year with students in a circle. I'm so proud of what you've done this year and how you've improved. First of all, what did we learn that you loved this year? What were the things we learned that you liked the least? So what is the most boring thing we did the whole year? Is there anything you wish we'd had more time to do? Was there anything you wish we'd done more of? How about ______? My final purpose is a quick review of what we've learned. 2. Is there something you wish I knew about this class that would make me a better teacher? 3. Related:  Improve Your Teaching (College)

Improving Your Teaching: Obtaining Feedback Adapted from Black (2000) Center for Research on Learning and Teaching Just as students benefit in their learning from receiving your comments on their papers and assignments, you may find it beneficial in improving your teaching to receive feedback from your students. The more information that you gather about your teaching the more you can make informed changes that will be beneficial both to your students and to you as you develop as a teacher. There are several sources of information that you can use: student feedback, self evaluation, peer observation, viewing a videotape of your teaching, and consultation with a staff member at CRLT or with someone from your department. Student Feedback Receiving student feedback in the middle of the semester can help you know what you are doing that facilitates the learning of the students and it will help make you aware of any difficulties they may be having with your instruction. Get written feedback. Self Reflection Peer Observation References

Student Centered Educators – globally minded counselor As an educator, every action taken, every decision made, every choice being weighed should be in a student’s best interest. By always keeping students at the center, an educator is most likely to create a purposeful, meaningful, and authentic learning environment that serves all students — not just a handful. Over the years, I have noticed a variety of practices that clearly indicate an educator is making decisions to promote student centered teaching and learning. Here are a few of my anecdotal observations of student centered practices: 1. Teacher is never behind a desk. 2. 3. 4. 5. 6. 7. 8. 9. 10. These are just a handful of indicators that an educator is always thinking of students first. Like this: Like Loading...

Gathering Feedback from Students | Center for Teaching | Vanderbilt University Print Version The feedback students provide about your teaching on their end-of-semester course evaluations can be valuable in helping you improve and refine your teaching. Soliciting mid-semester student feedback has the additional benefit of allowing you to hear your students’ concerns while there is still time in the semester to make appropriate changes. In her book Tools for Teaching, Barbara Gross Davis offers a variety strategies for gathering feedback from students in a chapter called Fast Feedback. In-Class Feedback Forms Introduction One way of gathering feedback from your students is to take 15 minutes or so during class to have them anonymously complete a mid-semester feedback form. Method The following sample forms are available as PDF documents (for printing and copying as is) and as Word documents (for modifying or customizing). Form A: PDF / WordForm B: PDF / WordForm C: PDF / Word The following sample forms are available from the McGraw Center at Princeton University.

Students as innovators… – What Ed Said Guest post by Claire, one of our Grade 5 teachers, discovering the power of letting go. The headings are my commentary… Opportunities for creativity and innovation… Over the last week, my team of Year 5 teachers, together with Edna, have been planning a unit of inquiry into energy. We had already established the rubric for conceptual understandings that was to guide our inquiry but were looking for ways to allow for more creativity. Provocation to encourage thinking and action… The opportunity arose in my class when, after an initial provocation and some personal research into energy, a student declared that he would like to create something electronic. Student generated thinking and inquiry… They realised that in order to make their inventions they would have to research the scientific principles behind them. Connections with prior learning… In order to find the required information, the children felt that the internet was the obvious first source. Student ownership and decision-making…

Schulich School of Business - Improving Teaching Using Student Feedback Is it really necessary to discuss the feedback with the students? Yes. If you’re not prepared to communicate and take action based on the feedback, don’t ask for it. How should I react if the student feedback is really "ugly" and very negative? Listen to and learn from negative feedback but don’t let it debilitate you. It is also useful to remember that many students are inexperienced in giving formal feedback. What should I do if the students suggest dropping a particular topic or class in their feedback? Start by probing whether the feedback suggests the topic is not worth discussing in class or whether students are suggesting it should be dropped from the course. If the students are suggesting that the topic should be dropped from the course, then make your own determination of whether you agree with that opinion. If you agree that a topic should be dropped from the course, your discretion in this regard may be limited on whether the course is core or elective.

The Maker-Inspired Elementary Classroom Have you heard about the Maker Movement? It’s a new approach to the classroom calling for student creativity through hands-on projects. Encouraging a constant “tinkering” mentality, the Maker Movement allows students a reprieve from standardized testing as they create, invent and learn together. New technology, such as 3D printers, robotics, wearable computing, and “smart” materials is allowing every teacher to incorporate Maker-inspired spaces into the classroom! Here are a few ways you can integrate technology to create the ideal classroom “makerspace.” There are two ways to adapt makerspaces in the classroom. Many classrooms use makerspaces as a separate lab or activity that will allow students a reprieve from book-based learning to connect to the subject material in a physical manner. Science: Makerspace technology, such as a 3D printer, allows for physical modeling. Learning by Making. Encourages Openness. -Makerspaces push for a collaborative community of global problem solvers. 1.

Getting and Using Student Feedback | Learning & Teaching Student Experience of Learning and Teaching (SELT) SELTs are the form of student feedback most familiar to staff and students. They provide a regular indicator of student perspectives on learning and teaching practice. The University has recently introduced online SELT (eSELT) processes for the majority of courses, which means that SELTs are now centrally generated and conducted by Planning and Performance Reporting. Students are given the opportunity to provide feedback about their experience of each course in which they are enrolled. There are advantages and disadvantages to required student evaluations such as SELTs. Course Experience Questionnaire and the University Experience Survey The Course Experience Questionnaire (CEQ) is conducted by Graduate Careers Australia as part of the Australian Graduate Survey questionnaire, appearing alongside the Graduate Destination Survey. Other Student Feedback Staff may choose to conduct additional surveys and research with their students.

15 Examples of Student-Centered Teaching 15 Examples of Student-Centered Teaching by Terry Heick 15 Examples of Student-Centered Teaching–And 15 That Are Not So Much On Sunday, we’re going to release a basic framework to begin to make sense of what “student-centered learning” mean in a modern classroom. We didn’t get too carried away and progressive with it–our goal was to help clarify for practicing teachers in existing K-12 classrooms a useful definition for student-centered learning. The text is shown below, but it reads better in the graphic as you can read both side-by-side for comparison’s sake. Teacher-Centered (Not-Student Centered) Student-Centered (Not Teacher-Centered)

Methods for improving teaching using student feedback techniques 1The teacher’s purpose is to teach and the students’ is to learn, but teachers can learn from students how to teach better. In the United States virtually every postsecondary facility utilizes some method of faculty or course evaluation. The evaluation of teaching can come from many sources: (1) self evaluation, (2) peer-evaluation, (3) classroom research techniques, and (4) faculty and course evaluations. 2These techniques will be detailed, specific examples will be given, and an explanation will be included on how to develop a standard evaluation form. Although formal faculty/course evaluation forms are sometimes used by facilities in the United States for the purpose of making personnel decisions, this will not be the focus of this article. 3There are three major phases in curriculum design: 41. 52. 63. 7Once an educational program is established, how can the teaching effectiveness be analyzed? 8Why would teachers want to evaluate their teaching? Self-evaluation Peer evaluation

Student-Centered Learning: It Starts With the Teacher Have you ever attended a conference session and seen groups of teachers leave in the middle? It's painful to watch, yet completely understandable. Often, they leave because the session was not what they expected. Let's be honest: when teachers and/or administrators attend learning experiences, what is the one non-negotiable expectation -- without which the session is deemed a failure? Answer: Leaving with skills and strategies that can be used immediately to impact instruction and work-related responsibilities. Achieving this goal means understanding what the participants value, and engaging them in those areas. Student-centered classrooms include students in planning, implementation, and assessments. This first of my three posts on student-centered classrooms starts with the educator. Allow Students to Share in Decision Making Placing students at the center of their own learning requires their collaboration. Why is about relevance. Believe in Students' Capacity to Lead

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