Documentation:Small Group Instructional Feedback
Overview[edit | edit source]
Small Group Instructional Feedback (SGIF*) is a formative mid-course check-in process for gathering information from students on their learning experience. This process is designed to foster dialogue between students and instructors.
Benefits to Students and Instructors[edit | edit source]
- Increases communication between students and the instructor
- Heightens instructor awareness of student concerns
- Instructor receives concrete information and personal support from a colleague
- Student-generated suggestions can improve the teaching and learning within of the course
Process[edit | edit source]
Instructor-facilitator meeting --> Facilitated classroom interview --> Instructor-facilitator feedback session
- The instructor will meet with a facilitator from CTLT to discuss course goals, and goals for the feedback session
- The instructor will schedule a date, time and place for the classroom interview and the follow-up feedback session
- On the predetermined day, the CTLT facilitator will conduct a 30-minute structured classroom interview with the students (the instructor will be absent during this time)
- The facilitator will ask students to form groups of 4-6 people, and ask the group of students the following:
- The major strengths of the course and areas of improvements
- Suggestions for improvements and ways to make changes
- General course feedback e.g., pace of learning, usefulness of textbook
- The facilitator will help synthesize student feedback, and original student feedback is destroyed
- Within a few days of the classroom interview, the instructor and CTLT facilitator will meet at the follow-up feedback session to review the students’ feedback, and discuss possible strategies for responding to the feedback
- When the instructor returns to class, s/he will spend the first 5-10 minutes discussing and responding to the feedback, and outline possible changes or adaptations s/he will consider
Diamond, M. R. (2004). The usefulness of structured mid-term feedback as a catalyst for change in higher education classes. Active Learning in Higher Education, 5(3), 217-231.
Hurney, C. A., Harris, N. L., Bates Prins, S. C., & Kruck, S. E. (2014). The impact of a learner-centered, mid-semester course evaluation on students. Journal of Faculty Development, 28(3), 55.
Mauger, D. (2010). Small group instructional feedback: A student perspective of its impact on the teaching and learning environment (Order No. 3407167). Available from ProQuest Dissertations & Theses Global. (305248543). Retrieved from http://ezproxy.library.ubc.ca/login?url=http://search.proquest.com/docview/305248543?accountid=14656
Contact[edit | edit source]
If you are interested in Small Group Instructional Feedback, please contact Isabeau Iqbal with the following information:
- Preferred date and time for SGIF
Isabeau Iqbal, PhD
Additional Resources[edit | edit source]
Small Group Instructional Feedback (2016). Centre for Teaching, Learning and Technology. University of British Columbia.
- This downloadable handout describes the SGIF process. It also provides a sample student feedback form that can be used during a classroom interview.
Arrange for a Midterm Class Interview (SGID). Center for Instructional Development and Research. University of Washington.
- This resource provides reasons why an instructor should conduct a SGID, and the process that is involved in a midterm class interview.
GIFT - Group Instructional Feedback Technique (2010). Rogue Community College.
- This resource outlines how the GIFT method works and why the process should be used in teaching and learning settings.
Note: SGIF may also be called Small Group Instructional Diagnosis (SGID) or Group Instructional Feedback Technique (GIFT)