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“What Are They Thinking?” Collecting Feedback from Your Students

Learn how to gather feedback from your students to better understand their struggles, frustrations, and suggestions for improvement. Discover the advantages of student feedback and how to effectively process and act on the feedback you receive.

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“What Are They Thinking?” Collecting Feedback from Your Students

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  1. EDC “What Are They Thinking?” Collecting Feedback from Your Students

  2. Sound Familiar? • You’re in the middle of a term teaching a course • Over a coffee/drink/meal with a colleague, you find yourself discussing a familiar source of frustration… • “What are my students thinking, anyway?!” cdn-images-1.medium.com

  3. The Quick-fix Solution • Stop wondering, and start asking them directly! staples-3p.com

  4. Learning Outcomes • At the end of this session, you will be able to: • Reflect on the rationale for gathering student feedback • Describe key decisions to make when planning for a feedback session • Explain how to process/share/act on the feedback you receive sc.edu

  5. Agenda • Why bother? • Setting up • Following up • Wrap up previews.123rf.com

  6. EDUCATIONAL DEVELOPMENT CENTRE Part I counselingoneanother.com Why Bother with Student Feedback?

  7. Why Bother with Student Feedback? • Identify: • 1) content areas students are struggling to understand, &/or • 2) aspects of the teaching that are(n’t) working for them • Every cohort has different struggles & frustrations google.com

  8. Feedback on Content • Larger assessments show where students are struggling after the fact, but that info won’t help you help them • Feedback allows you to identify gaps in understanding in advance of major assessments, so you can connect students to support resources or ‘re-teach’ google.com

  9. Feedback on Teaching/Learning • End-of-term eval feedback comes too late to improve the experience for the current cohort • Student frustration early in the term with the teaching/course can quickly snowball, fueling further resentment google.com

  10. Advantages of Student Feedback • Better understanding of your students’ struggles, so you can provide new resources or ‘re-teach’ • Improved understanding of your student frustrations, so you can make changes & gain suggestions for changes australianseller.com.au

  11. Advantages of Student Feedback • Better student understanding of your course design decisions & a sense of ownership in the course • Improved student “perceptions on the instructor’s responsibility, his [sic] commitment to teaching, and his desire for the class to do well” (M. J. Brown, 2008)—& improved scores on end-of-term teaching evals australianseller.com.au

  12. EDUCATIONAL DEVELOPMENT CENTRE Part II cascadementalhealth.org Setting up your Feedback Session

  13. How’d You Do it? • Have you gathered feedback from your students yourself? • What things did you consider? • How did you set yourself up for a successful feedback session? google.com

  14. Setting Up Your Feedback Session • Key Considerations: • Are you ready for it? • When? How often? • Types of questions/exercises • Collection mechanisms • Resources for help apanational.org

  15. Are You Ready for it? • Can you handle negative feedback? • Are you genuinely open to doing things differently? • Some feedback may press on something you can’t change, and that’s OK—explain your rationale • Plan to commit to at least 1-2 changes, big or small, based on the feedback. Your response can’t be 100% defensive, or the exercise will backfire

  16. When? How Often? • Feedback on content comprehension: as frequently as you think is warranted, even as often as every week • Feedback on teaching: at least once in the first month~ of teaching, but no more than 3 times previews.123rf.com

  17. Types of Questions/exercises • Questions/Exercises should be: • Brief: 3-4 questions, 5 mins • Completed during class time • Strictly anonymous • Properly prefaced: explain what you’ll do with the info, & why they should take it seriously image.sciencepublishinggroup.com

  18. Types of Questions/exercises • Content: • “The muddiest point” • 1- or 2-min essay • Teaching: • Stop/Start/Continue • Areas of Strength & Areas for Growth image.sciencepublishinggroup.com

  19. Collection Mechanisms • Low-Tech (small classes): • Cue cards • Scrap paper • High-Tech (larger classes): • cuLearn – Feedback, Choice, Assignment • Poll Everywhere image.sciencepublishinggroup.com

  20. Resources for Help • Don’t want to run your first feedback session yourself? • Contact the EDC! • Sign up for a Midterm Feedback session carleton.ca/edc

  21. EDUCATIONAL DEVELOPMENT CENTRE Part III Following Up on your Feedback Session google.com

  22. How’d You Do it? • If you have collected student feedback in the past, what did you do with it? • Did you share it? How did it influence the shape / structure of your course? google.com

  23. A Word of Caution • If you collect feedback, your students have to see you do something constructive with it • A feedback session with no response or new action from you, or a wholly defensive response, is worse than having no feedback session at all google.com

  24. Feedback on Content • Key Actions: • Identify common questions or points of confusion, & share with students • Connect students to relevant learning supports • Discussion / re-teaching at start of next class • cuLearn post with explanations • Mini-lecture recording using Kaltura Capture • Additional vetted resources on cuLearn google.com

  25. Feedback On Teaching • Key Actions: • Sort into categories, grouping like items • Tally the frequency of observations for each category • Decide which issues that must stay the same & which issues you can change • Add to your slide deck for class discussion google.com

  26. Feedback On Teaching • Key Actions, con’t: • Review results in class • Compose together a document that itemizes • 1) what the instructor will do differently, & • 2) what the students will do differently • Share this with class afterwards—& honour your promises google.com

  27. Resources for Help • In addition to Midterm Feedback, the EDC also has prepared slides (with step-by-step instructions) you can use to • 1) collect feedback, & • 2) debrief your class afterwards • Email edc@carleton.ca

  28. EDUCATIONAL DEVELOPMENT CENTRE Summary Wrap Up monipag.com

  29. EDUCATIONAL DEVELOPMENT CENTRE Reasons to gather student feedback: Identify areas for additional support Nip early resentments in the bud Foster improved trust, student performance, and SET scores Key Take-Aways

  30. EDUCATIONAL DEVELOPMENT CENTRE Decisions to make at set up: Committed to change? When & how often? Type of exercise Collection mechanism Key Take-Aways

  31. EDUCATIONAL DEVELOPMENT CENTRE Actions to take for follow up: Analyze/sort & share data Connect students to additional supports Develop plan for ‘next steps’ with students Key Take-Aways

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