CTD Sp14 Weekly Workshop: Getting feedback from your students

598 views

Published on

Peter Newbury
Center for Teaching Development, UCSD
ctd.ucsd.edu
May 21, 2014

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
598
On SlideShare
0
From Embeds
0
Number of Embeds
7
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

CTD Sp14 Weekly Workshop: Getting feedback from your students

  1. 1. GETTING FEEDBACK FROM YOUR STUDENTS Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/ Wednesday, May 21, 2014 12:00 – 12:50 pm Center Hall, Room 316 please sign in
  2. 2. The Lament of the Instructor/TA… Getting feedback from your students2 “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?!”
  3. 3. How people learn: Getting feedback from your students3 Students need a chance to try, fail, receive feedback, and try again before a summative evaluation. (Bain (2004)) The same applies to instructors learning how to teach!
  4. 4. Solution: Get Feedback Getting feedback from your students4 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)
  5. 5. 1. Set Expectations Getting feedback from your students5 On the first day of classes,  Be enthusiastic  about content of course  about your desire to help them learn  Set expectations  tell them what you will do each week to help/prepare  tell them how to let you know what they want/need  TAs: Have discussion section the FIRST WEEK  If you can’t, send email via TED/class list.
  6. 6. 1. The First Day: Be Enthusiastic Getting feedback from your students6 “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. 7. 2. Enable/encourage honest communication Getting feedback from your students7  Provide a private channel  Email to TA or instructor (develop, discuss, follow your email policy)  Googleform  surveymonkey  Provide a public channel  Discussion/Question Forum in TED (be sure to monitor the forum – TA’s job?)  Frequently Asked Questions (FAQ) on TED  Piazza: Crowd-sourced questions and answers
  8. 8. How do you communicate with your students? Getting feedback from your students8  piazza  facebook groups
  9. 9. Getting feedback from your students9 Getting feedback in class or Section
  10. 10. Muddiest Point Card /Minute Paper Getting feedback from your students10  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
  11. 11. Two-Minute Pause Getting feedback from your students11 1. Stop every 10-12 minutes (middle of a topic is OK) 2. 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, formulate a question to ask.” 3. return from two-minute pause w/ class-wide discussion Why does it work?  reduces cognitive load  provides opportunity for metacognition  put in own words helps clarify/deepen understanding  increases short- and long-term recall [2]
  12. 12. CAPES for Prof in Dept. Getting feedback from your students 12 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% SP10 SP11 FA11 SP13 Recommend Class Recommend Instructor started using two-minute pause
  13. 13. Two-Minute Pause PRO™ Getting feedback from your students13 Provide a question in case they  don’t have anything to talk about  don’t know how to have an expert-like conversion Examples:  summarize material just covered “What do you think would have happened if they ran that experiment with adults instead of children?”  motivate upcoming material “How do you think this will change when we apply it in 3 dimensions instead of 2?”
  14. 14. Two-Minute Pause PRO+™ Getting feedback from your students14 Provide a question in case they don’t have anything to talk about and provide conversation starters to direct their discussions. Melt chocolate over low heat. Remove the chocolate from the heat. What will happen to the chocolate? A) It will condense. B) It will evaporate. C) It will freeze. (Question: Sujatha Raghu from Braincandy via LearningCatalytics) (Image: CIM9926 by number657 on flickr CC)
  15. 15. “Any questions?” Getting feedback from your students15 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!)
  16. 16. What have you tried? Getting feedback from your students16  TAs: keep, quit, start  “I’m interrupt-driven – feel free to ask questions, don’t wait until the end.”  watch out for talkative student
  17. 17. Enable/encourage honest communication Getting feedback from your students17 Reward participation and question-asking:  Verbally “Thanks” “That’s important” “I didn’t realize that, Maria. Thanks for asking.”  participation points  candy (yes, really) Learning your students’ names, not just the ones in the front, makes HUGE positive impact on “community” in classroom!
  18. 18. 3. React to student challenges/requests Getting feedback from your students18 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 TED forums or index 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)
  19. 19. KQS – Keep Quit Start cards Getting feedback from your students19 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, and START doing.” 2. Review cards before next class 3. Report back (selectively is OK)  Include items that were 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
  20. 20. How to Get Feedback Getting feedback from your students20 1. Set expectations 2. Enable/encourage honest communication 3. React to student challenges/requests
  21. 21. How to Get Feedback Getting feedback from your students21 1. Set expectations 2. Enable/encourage honest communication 3. React to student challenges/requests Concept: Martha Stacklin, UCSD-CTD Images: Action in Lane 20 by djking on flickr CC Ping Pong by MugurM on flickr CC
  22. 22. References Getting feedback from your students22 1. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. 2. Ruhl, K.L., Hughes, C.A., & Schloss, P.J. (1987). Using the Pause Procedure to Enhance Lecture Recall. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children January. Vol. 10 no. 1 p 14-18.

×