Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Sgid sgif-wsu-091710


Published on

  • Be the first to comment

  • Be the first to like this

Sgid sgif-wsu-091710

  1. 1. “ Skids and Skiffs” <ul><li>Winona State University </li></ul><ul><li>September 17, 2010 </li></ul><ul><li>Lynda Milne </li></ul><ul><li>Center for Teaching & Learning </li></ul><ul><li>651-201-1887 or [email_address] </li></ul><ul><li> </li></ul>
  2. 2. Skids and Skiffs ? ? ? <ul><li>S mall G roup I nstructional D iagnostics </li></ul><ul><li>or </li></ul><ul><li>S tudent G roup I nstructional F eedback </li></ul><ul><li>or </li></ul><ul><li>Mid-Semester Focus Groups </li></ul>
  3. 3. How’s it going?
  4. 4. Always?
  5. 5. You can wait to find out…
  6. 6. …or ask students now <ul><li>Mid-semester feedback (Weeks 6 - 8) can: </li></ul><ul><ul><li>Tell you if changes can improve the class </li></ul></ul><ul><ul><li>Tell students you listen and care </li></ul></ul><ul><ul><li>Change class climate for the better </li></ul></ul><ul><ul><li>Improve end-of-semester evaluations </li></ul></ul><ul><ul><li>Improve learning outcomes </li></ul></ul>
  7. 7. Ok. How’s it done? <ul><li>Peer (or even trained student) consultant meets with instructor. </li></ul><ul><li>Consultant visits class. </li></ul><ul><li>Instructor explains invited visit, leaves. </li></ul><ul><li>Consultant asks class 3 questions: </li></ul><ul><ul><li>What works (helps you to learn)? </li></ul></ul><ul><ul><li>What’s not working? </li></ul></ul><ul><ul><li>What do you recommend instructor do? </li></ul></ul><ul><li>Consultant and instructor de-brief. </li></ul>
  8. 8. Is there a devil in the details? <ul><li>Instructor should pre-identify focus. </li></ul><ul><li>Student feedback must be anonymous. </li></ul><ul><li>Only consensus comments reported. </li></ul><ul><li>Consultant doesn’t advise, just reports. </li></ul><ul><li>Instructor must follow-up with students. </li></ul>
  9. 9. How much time does it take? <ul><li>20-30 minutes (depends on class size) </li></ul><ul><li>Meetings before and after </li></ul>
  10. 10. Course content /topic /syllabus /materials <ul><li>What works well for you as a learner? </li></ul><ul><ul><ul><li>“ He uses lots of helpful examples and adapts the course topics to our varied backgrounds.” </li></ul></ul></ul><ul><ul><ul><li>“ All the readings and supplementary materials are good, but not the textbook.” </li></ul></ul></ul><ul><li>What’s not working so well? </li></ul><ul><ul><ul><li>“ Too much of the graded work is due at the end of the semester.” </li></ul></ul></ul><ul><ul><ul><li>“ It takes more than two weeks to get papers back; that’s too long to be helpful.” </li></ul></ul></ul><ul><li>What changes might the instructor make? </li></ul><ul><ul><ul><li>“ Break up the final project for several earlier due-dates.” </li></ul></ul></ul><ul><ul><ul><li>“ Give papers back one week after due (should be possible with smaller assignments.” </li></ul></ul></ul>
  11. 11. Classroom activities <ul><li>What’s working, what are the strengths? </li></ul><ul><ul><ul><li>“ The way she previews application of theory before discussing theory.” </li></ul></ul></ul><ul><ul><ul><li>“ Openness in the class; being able to talk to each other and hear others experiences.” </li></ul></ul></ul><ul><ul><ul><li>“ Nice slides and media. They help me understand the lecture.” </li></ul></ul></ul><ul><li>What’s not working so well? </li></ul><ul><ul><ul><li>“ Class discussion often seems open-ended and we need more guidance on the course topics.” </li></ul></ul></ul><ul><li>What changes might the instructor make? </li></ul><ul><ul><ul><li>“ Be more sensitive to individual students’ reactions to comments and humor.” </li></ul></ul></ul>
  12. 12. Students at end-of-semester on SGIFs Yes No No Reply Not Sure 1. Were there benefits in providing and receiving feed-back at mid-semester? 84% 5% 8% 3% 2. Did the lecturer respond to the feedback you (students) gave at mid-semester? 74 3 20 3 3. Were there things not addressed in the feedback to the lecturer? 8 47 36 8 4. Would you like to see other lecturers use mid-semester feedback? 81 8 7 4
  13. 13. Why? What changed? <ul><ul><li>“ We had a chance to address any issues during the semester. We had a chance to be heard and, if needed, clear the air somewhat.” </li></ul></ul><ul><ul><li>“ We could give our thoughts on how to make points clearer.” </li></ul></ul><ul><ul><li>“ It was helpful to know that other students shared similar views or feelings.” </li></ul></ul>
  14. 14. Would it work for you? <ul><li>What possible issues would you ask a peer to focus on? </li></ul>
  15. 15. Peer consultation <ul><li>Private </li></ul><ul><li>Mutual </li></ul><ul><li>Voluntary </li></ul><ul><li>Inquiry-based </li></ul><ul><li>Professional development </li></ul>
  16. 16. Thank you! Contact the Faculty Development Committee to schedule a SGIF in your class.