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.

CTD Weekly Workshops: Getting feedback from your students

878 views

Published on

Getting feedback from your students
Peter Newbury
Center for Teaching Development, UCSD
ctd.ucsd.edu

6 November 2013

Published in: Education
  • Be the first to comment

  • Be the first to like this

CTD Weekly Workshops: Getting feedback from your students

  1. 1. slides and resources: ctd.ucsd.edu/programs/fall-2013-weekly-workshops/ CTD WEEKLY WORKSHOPS: GETTING FEEDBACK FROM YOUR STUDENTS Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Wednesday, November 6, 2013 12:00 – 12:50 pm Center Hall, Room 316
  2. 2. The Lament of the Instructor/TA… “I WANT to know if they’ve got it, but how? They just sit there!” “I’m pretty sure the people who are asking questions are the ones who understood it best. Why don’t the ones who are lost SAY something?” “Is what I am doing helping them?” “Why don’t they ask any questions?!” 2 Getting feedback from your students
  3. 3. How people learn: Students need a chance to try, fail, receive feedback, and try again …before a summative evaluation. (Ken Bain (2004). What the best college teachers do.) The same applies to instructors learning how to teach! 3 Getting feedback from your students
  4. 4. Solution: Get Feedback 1. Set expectations 2. Enable and encourage honest communication 3. React to student challenges and requests (Image: sphere-itize me, captain by demibrooke on flickr CC) 4 Getting feedback from your students
  5. 5. you them What’s it about? Who’s it for? Feedback about how you’re teaching 5 Getting feedback from your students Feedback about how we’re learning
  6. 6. 1. The First Day: Critical  TAs: Have discussion section the FIRST WEEK Instructors: discuss this in the first class  If you can’t, send email via TED/class list.  Be enthusiastic (or fake it)   about content of course about your desire to help them learn  Set expectations   6 tell them what you will do each week to help/prepare tell them how you want THEM to let you know what they want/need Getting feedback from your students
  7. 7. 1. The First Day: Critical “This was one of my favorite courses in undergrad. I am so excited to be able to help you get the most you can out of this course.” “I am here to help YOU. And I will do what I can to figure out what that is – but I can’t read your mind. I will be asking you to tell me what you need and what you’d like me to do.” 7 Getting feedback from your students
  8. 8. 2. Enable/encourage honest communication  Provide a private asking space    Email to TA or instructor (develop, discuss, follow your email policy) Googleform Free surveymonkey  Provide a public asking space    8 Discussion/Question Asking Forum in TED (be sure to monitor the forum – TA’s job?) Frequently Asked Questions (FAQ) on TED Piazza: Crowd-sourced question answering Getting feedback from your students
  9. 9. How can you get feedback in class or Section? 9 Getting feedback from your students
  10. 10. Muddiest Point Card /Minute Paper  Index cards you hand out in lecture    hand out index cards every day as students enter the room ask them to write down things when they’re confused collect during class (esp if break) or at end  slip of paper with (smallish) text box drawn on it   ask students to write down what most confused about at end of lecture Drop in boxes on way out  Can also be done before/in/after discussion section http://www.flaguide.org/cat/minutepapers/minutepapers1.php 10 Getting feedback from your students
  11. 11. Two-Minute Pause Procedure (    mostly lecture ) Stop every 10-12 minutes (middle of a topic is OK, too) Ask students to talk with a neighbor for 2 minutes (use your phone to time it): “Review what was just lectured – explain to each other, check notes, ask a question.” return from two-minute pause with class-wide discussion  Research study: Students performed one letter grade better ( Ruhl, K.L., Hughes, C.A., & Schloss, P.J. (1987))  Why does it work?    11 reduces cognitive load provides opportunity for metacognition put in own words helps clarify/deepen understanding Getting feedback from your students
  12. 12. CAPES for Prof in Dept. 12 100% 90% Recommend Class 80% 70% 60% 50% started using two-minute pause 40% 30% 20% 10% 0% SP10 Getting feedback from your students SP11 FA11 SP13
  13. 13. “Any questions?” NEVER, NEVER ask this. Instead: 1. “Take a minute and talk with your neighbors to see if you understand or to come up with a question.” 2. Wait 1-2 minutes: walk around listening in, encourage “good questions” 3. Take questions and answer them or admit you aren’t sure, need time to prepare a good explanations (and get back to them!) 13 Getting feedback from your students
  14. 14. What have you tried? 14 Getting feedback from your students
  15. 15. 2. Enable/encourage honest communication Reward participation and question-asking:  Verbally “Thanks” “That’s important” “I didn’t realize that. Thanks for asking.” “Great question, Michael!” Learning your students’ names, not just the ones in  Candy the front, makes HUGE  Points? positive impact on “community” in classroom! 15 Getting feedback from your students
  16. 16. 3. React to student challenges/requests For TAs in discussion section or instructor running review 1. List topics you have prepared in top left corner of board (Get these from attending lecture and ½ listening or forums or cards) 2. Ask students if they have other topics to add 3. Take vote on what students want to cover 4. Go from most votes to least (kind of) 16 Getting feedback from your students
  17. 17. KQS – Keep Quit Start cards 1. around week 3-4-5 (late enough that they know your class but soon enough you can make changes) “Please write down one thing I should KEEP, QUIT, START doing.” 2. Review cards before next class 3. Report back (selectively is OK)    17 Include some things there was split (like going too fast/slow) Things people wanted and you can’t change, explain: “I HEAR YOU but I need to prepare you for the next class.” If 90% of students say quit doing something – you are going to have to quit Getting feedback from your students
  18. 18. How to Get Feedback 1. Set expectations 2. Enable/encourage honest communication 3. React to student challenges/requests 18 Getting feedback from your students
  19. 19. How to Get Feedback 1. Set expectations 2. Enable/encourage honest communication 3. React to student challenges/requests 19 Getting feedback from your students Concept: Martha Stacklin, UCSD-CTD Images: Action in Lane 20 by djking on flickr CC Ping Pong by MugurM on flickr CC
  20. 20. slides and resources: ctd.ucsd.edu/programs/fall-2013-weekly-workshops/ CTD WEEKLY WORKSHOPS: GETTING FEEDBACK FROM YOUR STUDENTS Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Wednesday, November 6, 2013 12:00 – 12:50 pm Center Hall, Room 316

×