"Skids and Skiffs"


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Workshop at Dakota County Technical College
January 30, 2009

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  • "Skids and Skiffs"

    1. 1. “ Skids and Skiffs” <ul><li>Dakota County Technical College </li></ul><ul><li>January 30, 2009 </li></ul><ul><li>Lynda Milne </li></ul><ul><li>Center for Teaching & Learning </li></ul><ul><li>651-649-5741 or lynda.milne@so.mnscu.edu </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 the climate of a class 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 Were there things not addressed in the feedback to the lecturer? 8 47 36 8 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. <ul><li>What possible issues would you ask a peer to focus on? </li></ul>Would it work for you?
    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!