Documentation:Small Group Instructional Feedback

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Overview

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

  • 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

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


References


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

If you are interested in Small Group Instructional Feedback, please contact Isabeau Iqbal with the following information:

  • Name
  • Email
  • Department
  • Course
  • Preferred date and time for SGIF

Isabeau Iqbal, PhD
Educational Developer
604-827-0648
isabeau.iqbal@ubc.ca

Additional Resources

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)