“Skids and Skiffs”

Winona State UniversityWinona State UniversitySeptember 17, 2010September 17, 2010

Lynda MilneLynda Milne

Center for Teaching & LearningCenter for Teaching & Learning

651-201-1887 or 651-201-1887 or lynda.milne@so.mnscu.edu

http://www.slideshare.net/lynda.milnehttp://www.slideshare.net/lynda.milne

Skids and Skiffs ? ? ?

SSmall mall GGroup roup IInstructional nstructional DDiagnosticsiagnostics

oror

SStudent tudent GGroup roup IInstructional nstructional FFeedback eedback

oror

Mid-Semester Focus GroupsMid-Semester Focus Groups

How’s it going?

Always?

You can wait to find out…

…or ask students nowMid-semester feedback (Weeks 6 - 8) Mid-semester feedback (Weeks 6 - 8) can:can:

Tell Tell youyou if changes can improve the if changes can improve the classclassTell Tell studentsstudents you listen and care you listen and careChange class climate for the betterChange class climate for the betterImprove end-of-semester Improve end-of-semester evaluationsevaluationsImprove learning outcomesImprove learning outcomes

Ok. How’s it done?

1.1. Peer (or even trained student) consultant Peer (or even trained student) consultant meets with instructor.meets with instructor.

2.2. Consultant visits class. Consultant visits class.

3.3. Instructor explains invited visit, leaves.Instructor explains invited visit, leaves.

4.4. Consultant asks class 3 questions:Consultant asks class 3 questions:a.a. What works (helps you to learn)?What works (helps you to learn)?

b.b. What’s not working?What’s not working?

c.c. What do you recommend instructor do?What do you recommend instructor do?

5.5. Consultant and instructor de-brief.Consultant and instructor de-brief.

Is there a devil in the details?

Instructor should pre-identify focus.Instructor should pre-identify focus.

Student feedback must be Student feedback must be anonymous.anonymous.

Only consensus comments reported.Only consensus comments reported.

Consultant doesn’t advise, just Consultant doesn’t advise, just reports.reports.

Instructor must follow-up with Instructor must follow-up with students.students.

How much time does it take?

20-30 minutes (depends on class size)20-30 minutes (depends on class size)

Meetings before and afterMeetings before and after

Course content /topic /syllabus /materialsa.a. What works well for you as a learner?What works well for you as a learner?

““He uses lots of helpful examples and adapts the He uses lots of helpful examples and adapts the course topics to our varied backgrounds.”course topics to our varied backgrounds.”

““All the readings and supplementary materials All the readings and supplementary materials are good, but not the textbook.”are good, but not the textbook.”

b.b. What’s not working so well?What’s not working so well?““Too much of the graded work is due at the end Too much of the graded work is due at the end

of the semester.”of the semester.”““It takes more than two weeks to get papers It takes more than two weeks to get papers

back; that’s too long to be helpful.”back; that’s too long to be helpful.”

c.c. What changes might the instructor make?What changes might the instructor make?““Break up the final project for several earlier due-Break up the final project for several earlier due-

dates.”dates.”““Give papers back one week after due (should be Give papers back one week after due (should be

possible with smaller assignments.”possible with smaller assignments.”

Classroom activities

a.a. What’s working, what are the strengths?What’s working, what are the strengths?““The way she previews application of theory The way she previews application of theory

before discussing theory.”before discussing theory.”““Openness in the class; being able to talk to Openness in the class; being able to talk to

each other and hear others experiences.”each other and hear others experiences.”““Nice slides and media. They help me Nice slides and media. They help me

understand the lecture.”understand the lecture.”

b.b. What’s not working so well?What’s not working so well?““Class discussion often seems open-ended and Class discussion often seems open-ended and

we need more guidance on the course we need more guidance on the course topics.”topics.”

c.c. What changes might the instructor make?What changes might the instructor make?““Be more sensitive to individual students’ Be more sensitive to individual students’

reactions to comments and humor.”reactions to comments and humor.”

Students at end-of-semester on SGIFs

Yes No No Repl

y

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

Why? What changed?““We had a chance to address any issues We had a chance to address any issues during the semester. We had a chance to during the semester. We had a chance to be heard and, if needed, clear the air be heard and, if needed, clear the air somewhat.”somewhat.”

““We could give our thoughts on how to We could give our thoughts on how to make points clearer.”make points clearer.”

““It was helpful to know that other It was helpful to know that other students shared similar views or feelings.”students shared similar views or feelings.”

Would it work for you?What possible issues would you ask a What possible issues would you ask a peer to focus on?peer to focus on?

Peer consultation

PrivatePrivate

MutualMutual

VoluntaryVoluntary

Inquiry-basedInquiry-based

Professional Professional developmentdevelopment

Thank you!

Contact the Faculty Development Committeeto schedule a SGIF in

your class.