Reflecting Midterm: Successes and Opportunities
Being open to student feedback is an important part of the reflective practice process as it can be very insightful. Student feedback can help us see what is working in our classrooms and explore possibilities of what we could do differently. The mid-way point of the course is an excellent time to pause, take a breath, and reflect.
Lisa’s Thoughts…
At semester midterm I asked the students for their written feedback to the following questions:
- Share one suggestion that I could implement (as your teacher) in the next seven weeks to make these classes even better;
- Share one suggestion that you could implement (as a student or classmate) in the next seven weeks to make these classes even better.
After reviewing the results, I responded to the students with the following email:
Dear Students,
Thank you for providing me with some suggestions to make our classes even BETTER in the next seven weeks. First of all, I would like to express my gratitude for the many kind words that I have received. I am thrilled that many of you are enjoying my course(s) and my teaching methods. This means a lot to me!
I have carefully read all of the suggestions that you have made and would like to address some of them that appeared most often. Unfortunately, I am unable to reduce the workload of assignments as I must ensure that we are meeting the program standards and learning outcomes. These learning outcomes are required to ensure that you have the skills needed in future semesters and in your field placement (sorry!). I do appreciate that many of you feel supported and guided with the many resources available to allow you to succeed.
I am able to implement the following suggestions that you have made in the following (last) seven weeks:
- Providing my PowerPoint presentations on eCentennial would be helpful, especially to enlarge the font on some of the slides. I will attempt to do this for you starting in week 8. Remind me if I forget.
- Providing more group work in the classroom (without grades) by participating in group activities. I will try to increase group work activities moving forward. Some students requested that I assign groups (when grades are involved) in our next assignment, involving group work to allow an opportunity to work with other students. Although we do not have any more group assignments in the Healthy Development, I can assign groups in the Learning Environment.
- Some students expressed how nervous they are feeling for the Healthy Development Midterm test since it makes up a high percentage of the final grade. They asked if I could send out a small sample of similar questions before the test so they can get a feel for the type of questions on the test. I will send out six sample questions by email before the test to everyone.
- A few students asked about assignment extension. Please remember that I sent out a memo at the beginning of our course that discusses how to get an extension on assignments if needed. Please review this memo if you have any further questions about extension.
- Lastly, many students want more cookies. OK, more cookies to come!
Thank you for your comments. I hope that you feel that I have considered your suggestions and implemented them where possible. I also look forward to your contributions to making our final weeks the best that they can be!
Sincerely,
Lisa McCaie 😊
Once the students received my email, I received several emails of gratitude for being heard. Here is one example:
Hi Professor McCaie,
First of all, I just wanted to say thank you for the cards you sent me. I really do appreciate all the praise, encouragement, and support. You know, to be perfectly honest, you are one of the select few teachers I’ve had who truly cares for her students. I hate to admit it, but the majority of the teachers I’ve had in all of my school years only teach simply because it’s their job. You, on the other hand, are unique. You care for your student’s successes. You are passionate about what you do. You are humble enough in that you ask your students to provide you with ideas on how to make your classroom and teaching better. You taught us a lot about active learning, but I think they should add a new word and it should be called, ‘active teaching’ because that is what you personify. You inspire a lot of people to want to learn. And trust me when I say, many people in your class feel the same way because I’ve talked with a lot of them. I was reading this book the other day called, “Teaching to Change Lives” by Dr. Howard Hendricks. In the book, there was a student who asked his teacher, “Why do you read so much?” And the teacher replied, “Son, I would rather have my students drink from a running stream than a stagnant pool.” You are a lot like that teacher and for that I say, “Thank you for making your students drink from a running stream instead of a stagnant pool!” Have a great day and I’ll see you next week!
– Jenny
Jenny’s Thoughts…
I have completed this type of paper evaluation in class, but this was the first time I uploaded it online. Students could provide anonymous responses. I found the feedback much more detailed and honest. The one thing I have realized about ‘ah ha’ moments is that you have to have an open mind otherwise you might miss it.
I tend to be selective with the notes and handouts I post on eCentennial, as I want to encourage students to come to class. However, this comment challenged my perspective in a positive way.
Ironically, I was in the checkout at the Superstore when I read this! This comment allowed me to truly see things from the student’s point of view. As a reflective practitioner, accessing regular feedback from students can be a great opportunity to see things through a different lens.
Remember, you don’t have to wait until midterm to collect student feedback. With some simple questions, you can check in with your students at the end of a class or after you have taught a particularly difficult concept. Use any of the following questions at the end of class (see below) or Paola Ostinelli’s Exit Ticket (see below) to collect quick feedback and adjust your teaching plans for the next class.
Questions to Collect Feedback
- What was the most important idea/insight from today’s class?
- What is the question that most needs addressing from today’s class?
- What was the most confusing idea from today’s class?
- What was the most poorly explained idea from today’s class?
- What was the most poorly demonstrated process from today’s class?
- What was the least clear idea or technique from today’s class?
Paola’s Thoughts…
One example I use to gauge student’s learning and retention in a class is an exit ticket. After a class, and before students leave, I give them a minute or two as they’re packing up to quickly write out what stuck out for them – what they’re leaving with for the class. I then have them stick their ‘ticket’ on a flip chart, and then I can review what students are retaining, what needs to be worked on, etc. This can also be flipped – they can write down a question they still have, or something they find confusing, which I can then address in the recap the following class.
What I learned is that my first-year students, who are more engaged in the class work, had constructive and realistic feedback around the ‘Stop, Start, Continue.’ In the fall semester I also created another exit ticket activity along the lines of ‘what stuck with you’; I asked students to imagine they were creating a time capsule for that class, and we were all to record our most memorable piece of information from the class. Their replies were insightful and showed me that they met the learning objectives for the class, since they could demonstrate their learning in a quick snapshot.
In virtual classes, whether synchronous or asynchronous, I adapted the ‘Stop, Start, Continue’ activity by using a Padlet board, a digital message board where students can post their feedback. Students share their feedback and can add pictures.
Activity
Go to:
- Activity 3.9. Creating an OER Vision.
- Activity 3.10. Understanding Licenses.
- Activity 3.11. Search Engines.
- Activity 3.12. Evaluating OERs.
Attributions
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