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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

Nurturing Intrinsic Motivation and Growth Mindset in Writing It's the first writing conference, four weeks into the year, with this blond senior. He stiffly leans back from me as far as the metal desk will allow, exuding cynicism, too cool for meeting with teachers about his writing. I can see he doesn't trust me yet or know why we conference, and he's afraid. He says, "So, what is this meeting about then?" The Power of Teacher Enthusiasm Conferencing and portfolios work for me. But I wish the research would point to these systems as consistent and universal means of student growth. Then, two years ago, I read Daniel Pink's Drive and Carol Dweck's Mindset, and I realized that a system of portfolios and conferences was not enough to change student engagement on its own. Intrinsic Motivation Pink’s Drive argues that employees -- and students -- after their basic needs are met, are motivated by autonomy, purpose, and mastery. But sometimes, I also got it right. Before, I'd encouraged my students to write for real audiences as summative assessments.

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.

9 Ways to Plan Transformational Lessons: Planning the Best Curriculum Unit Ever When instructors engage learners, develop ability and understanding, and amplify students' identities, we call them "transformational teachers" -- professionals who provide learners with disciplinary View-Masters so that kids can see the world in stereoscope. But how do they prepare? Do they just show up for class and spontaneously uncork the awesome? Obviously not. Behind the scenes, transformational teachers labor over curriculum plans that look simple and even elegant to classroom observers. How to Plan Transformational Lessons 1. For decades, many educators let a textbook's table of contents determine the scope and sequence of a course. Teaching strategies are approaches that teachers use to improve student learning. Balancing teaching strategies with learning strategies keeps instructors and students actively engaged and focused on the same purpose. 2. As teachers gain fluency in using Google Docs, collaborative planning is becoming second nature. 3. 4. 5. 6. 7. 8. 9.

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.

edutopia In my work in New Jersey schools, I discovered many of the most empowered and vibrant schools had been touched by Patrick Fennell's work. So I thought an interview with him might allow me to learn about and more widely share his magic. Edutopia: What do you mean by empowerment? Patrick Fennell: My definition of empowerment is "to lead others to lead themselves." True empowerment is the belief that people, and more specifically our youth, have the ability to implement positive change in their own lives and the lives of others, and contribute to something larger than themselves. Edutopia: How do we foster empowerment? Fennell: By creating a safe and supportive environment that facilitates students' being aware of consequences to make responsible decisions, enhance their skills and abilities, and widen their interests in order for them to act on their own behalf. Edutopia: Can you share a little bit of your compelling personal story and your approach to empowerment? Putting It to Practice 1. 2.

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.

Avoiding "Learned Helplessness" We all have students that just want to "get it right." We all have students that constantly seek the attention of the teacher. "Did I get this right?" "Is this what you want?" Now while it's certainly a good thing to affirm students in their learning, many times we want students to be creative with their learning. We allow them to own their learning and create assessment products where they can show us what they know in new and inventive ways. Similarly, we want students to be reflective, to ask themselves, "How do I know if I'm on the right track?" Curate and Create Learning Resources If we want to have students seek out other information from sources other than the teacher, then we must make sure those resources are available. Questions "For" (Not "About") Learning What do I mean by this? What else could you try? Questions are powerful tools for helping students own the process of learning. Stop Giving Answers Allow for Failure

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

Tips for Creating Wow-Worthy Learning Spaces "Look at your learning space with 21st-century eyes: Does it work for what we know about learning today, or just for what we knew about learning in the past?” -The Third Teacher Does your classroom mirror the rectilinear seating arrangement popular in Sumerian classrooms, circa 2000 BCE? Or is your classroom seating flexible and tricked out with the IDEO designed Node Chair by Steelcase? What classroom design changes can you do on a budget that supports learning? Those questions and more are answered below. The Basics To rethink your student seating arrangement, use Kaplan's floorplanner and try out with names like lasso, the robot, and the big x. Flexibility: Students should be able to easily transition to functional spaces, such as a class library, literacy center, computer area, stage, reading nook, etc. Also, your classroom walls are important learning real estate -- spaces to fill with content-related murals, posters, banners, whiteboards, and bulletin boards. Perhaps not.