Formative Feedback Guide Aug 30...Formative feedback is context-specific and the process of...

FOCUSon

Taylor InstituteGuide Series #3

forTEACHING

FEEDBACKFORMATIVE

DEVELOPMENT

Cheryl JeffsYkje PieraJuly 2016

Page|2Formativefeedbackforteachingdevelopment:Aguide

PreparedbyCherylLJeffs,EdD&YkjePiera,MEDes(2016)

AuthorsCherylJeffs,EdD,EducationalDevelopmentConsultant,EducationalDevelopmentUnit,TaylorInstituteforTeachingandLearningYkjePiera,MEDes,PhDStudentEVDS,OnlineLearningEnvironmentSpecialist,EducationalDevelopmentUnit,TaylorInstituteforTeachingandLearningJuly2016TaylorInstituteforTeachingandLearning434CollegiateBlvd.UniversityofCalgary,CalgaryABCANADAT2N1N4http://www.ucalgary.ca/taylorinstitute/

ThisguideisdistributedunderthetermsoftheCreativeCommons—AttributionNon-CommercialLicense4.0International(creativecommons.org/licenses/by-nc/4.0/),whichpermitssharingandadaptingofthematerial,providedtheoriginalworkisproperlyattributed(seerecommendedcitationbelow),anychangesareclearlyindicated,andthematerialisnotusedforcommercialpurposes.

RecommendedCitationJeffs,C.,&Piera,Y.“Focusonformativefeedbackforteachingdevelopment:Aguide.”Taylor

InstituteforTeachingandLearningGuideSeries,No.3.Calgary,AB:TaylorInstituteforTeachingandLearningattheUniversityofCalgary,July2016.http://www.ucalgary.ca/taylorinstitute/guides



ContentsFormativefeedbackinaction..........................................................................................................5

Introduction....................................................................................................................................6

Whatisformativefeedbackforteachingdevelopment?................................................................7

Whyisformativefeedbackvaluable?.............................................................................................8

Whatdoesformativefeedbacklooklike?.......................................................................................8

Lensesoffeedback..........................................................................................................................9

TheCARRAmodelofformativefeedback.....................................................................................10

Aquestion-basedapproachtotheCARRAmodel.........................................................................11

Givingandreceivingfeedback......................................................................................................12

Visualizingtheformativefeedbackprocess..................................................................................14

ApplicationoftheCARRAmodel...................................................................................................15

Resourcesandsampleactivities....................................................................................................16

SELFLENS:Reflection.What?SoWhat?NowWhat?................................................................17

STUDENTLENS:OneMinutePaper..............................................................................................18

STUDENTLENS:Start.Stop.Continue..........................................................................................19

COLLEAGUELENS:Peerconsultationandpeerfeedback............................................................20

SCHOLARSHIPLENS:Exploringtheliterature................................................................................21

SCHOLARSHIPLENS:Professionaldevelopment...........................................................................22

Formativefeedback:puttingitallinperspective..........................................................................23

References.....................................................................................................................................24

Appendix1:Strategies,techniques,andresources(onlineandprint).........................................27



ListofTablesandFiguresTable1:Fourlensesofformativefeedback....................................................................................9

Table2:Aquestion-basedapproachtoapplyingtheCARRAmodel.............................................11

Table3:Givingandreceivingfeedback.........................................................................................13

Table4:AnExampleoftheapplicationoftheCARRAmodel.......................................................15

Table5:Selectedexamplesofactivitiesforeachofthefourlenses............................................16

Table6:Self-lensframework.........................................................................................................17

Table7:One-minutepaper...........................................................................................................18

Table8:Stop.Start.Continue.......................................................................................................19

Table9:Peerconsultationandpeerfeedbackoptions.................................................................20

Table10:Exploringtheliterature..................................................................................................21

Table11:Gettingthemostoutofprofessionaldevelopmentconferences,workshops,and

events...................................................................................................................................22

Figure1:Focusonformativefeedbackforteachingdevelopment.................................................7

Figure2:CARRAmodelofformativefeedback.............................................................................10

Figure3:Aframeworkfortheformativefeedbackprocess.........................................................14



FormativefeedbackinactionThefollowingisaninstructor’sexperiencewithformativefeedback.Itdemonstrateshowhewascuriousaboutaclassroomissue,andthathewantedtoknowmoreabouthisteaching,inordertoimprovestudentlearning.Byintentionallyasking,receiving,andreflectingonstudentfeedback,andmakingchangesbasedonthisfeedback,itwasavaluableexperiencefortheinstructor,andinthiscase,itenhancedthelearningoutcomes.

Tippingpointtoaskforstudentfeedback

Inoticedthatstudents’performanceonamidterminnumerical/computationalmethodswasbelowexpectations,basedonmypastexperiencewithasimilarcourse.Iwascurioustoknowwhathappenedinthisclass.

Idecidedtosolicitfeedbackfromstudentsfollowingthemidtermonwhytheythoughtthemidtermdidnotgoverywell.ItwasasmallclasssoIwasabletoengagethestudentsinadiscussioninthefirstclassafterthemidtermexam.

WhatIfoundoutfromthefeedback

Thestudentsnotedthattheformatofthemidterm(hand-written)wassignificantlydifferentfromhowtheyhadpracticedthecoursematerial.Previousassignmentshadbeencompletedbywritingacomputerprogramorusingspreadsheetsoftwaretoperformthecalculations.Someofthestudentsweregraduatestudentswhohadreturnedtouniversityafterseveralyearsworkinginindustryanddidtypicallyworkusingtheapproachspecifiedinthemid-term.Irealized,basedonthestudents’feedbackthatcalculationsarerarelywrittenbyhandsincethedataalmostalwaysneedstogointoareportorotherrecordsummarizingthework.

WhatIdidwiththefeedback

Ire-assignedthemidtermtobecompletedasahomeworkassignmentusingthecomputationalaidsthatstudentsaremorelikelytoworkwithinthefuture.Ialsogavethefinalexamforthecourseinacomputerlab,sothatstudentscouldcompletethecalculationsusingthecomputer.Thefeedbackalsoledmetoreflectontherelevanceofhandwrittenexamsincoursesonappliedmathematicsingeneral.Ifeelthattheassessmentmodeshouldbemodelledascloselyaspossibleonhowstudentsarelikelytousethetheory/skillsfromthecourseinthefuture.Iwillstronglyconsiderorganizingfutureexaminationsinvolvingcomputationsinacomputerlab.

Outcomesofmyactions

Thestudents’performanceonthemidtermimprovedsignificantly.Inaddition,thisincidentchangedmywayofapproachingassessmentsinfuturecourses.

Permissiongrantedtousethisvignette(Formativefeedbackinaction)fromBrandonKarchewski,PhD,DepartmentofGeoscience,UniversityofCalgary,CalgaryAB(2016).



IntroductionIfyouhaveeverfoundyourselfwonderingwhystudentssometimesexperiencedifficultywithanassignmentorwithaparticularteachingstrategy,youarenotalone.The‘innerworld’oflearningisnotsomethingwecanreadilyobserve.Formativefeedbackcanprovideawindowonhowstudentsarelearningtoenableustorespondtolearningchallengesinrealtime,and–mostimportantly–tosupportstudentsmoreeffectivelyintheirlearning.

Thisguideisforanyonewhoteachesinhighereducation,orwhoispreparingtoteach.Thefocusofthisguideisonhowformativefeedbackcanbeusedtoimproveboththelearningexperiencesofstudentsandtheteachingexperiencesofinstructors.

Thepurposeofthisguideistoprovideamodelforeffectivelyapproachingtheprocessofcollecting,interpretingandrespondingtoformativefeedback,andpracticalresourcestobegin,orenhanceyourformativefeedbackpractice.Thisguideincludes:

• anexplanationofformativefeedback;• evidencethatformativefeedbackisavaluablestrategyforenhancingteachingand

learning;• lensestoviewtheperspectivesofformativefeedback(Brookfield,1995);• amodeltoguidetheformativefeedbackprocess,whichbuildsuponBrookfield’s(1995)

lenses;• sampletechniquesandstrategies;• resources(onlineandprint)tosupportformativefeedbackpractices;and,• asummaryofscholarlyliteraturerelatedtoformativefeedback.

Formativefeedbackisaprocess,andthisdocumentisdesignedtointroducetheconcepts,guideyouthroughtheprocess,andapplyaformativefeedbackmodel.



Whatisformativefeedbackforteachingdevelopment?Thefocusofthisguideisformativefeedbacktoandforinstructorsforthepurposeofenhancingteachingandbetterunderstandingandimprovingstudentlearning.Smith(2001)definesformativefeedbackas:

“…theactionsandactivitiesinitiatedbytheindividualteacherwiththeintenttocollectinformationtoinformdecisionsabouthowtoimprove”(p.52).

AsdepictedinFigure1,theformativefeedbackprocessis:

• anintentionalactivity,wherebyfeedbackaboutteachingandstudentlearningisinvitedandprovidedfrompeersandstudents(Smith,2001);

• self-reflectiveandinformedbyscholarlyliterature,withtheintenttoprovideaperspectiveontheactivityofteachingandultimately,tobetterunderstandandimprovestudentlearning;

• developmental,supportive,timelyandspecific(Shute,2008).Formativefeedbackfocusesonunderstandingandimprovingthelearningexperiencesofstudentswithrespecttoaspecificaspectofacourse;and,

• anactivitythatcontributestothestagesandvariouslevelsofinstructordevelopment,withthegoalofcontinuousimprovement(Weimer,2013).

Figure1.Focusonformativefeedbackforteachingdevelopment.



Interpretingformativefeedbackisahighlyreflectiveprocess,whichincorporatestheinstructor’sbeliefs,intentions,andstrategies,andthelearners’experiences.Interpretationmayalsoinvolveconsultingwithcolleaguesand/orscholarshipinthefield,inordertoprovideperspectiveontheactivityofteachingandultimately,toimprovestudentlearning.

Itisimportanttonotethattheintentoftheformativefeedbackprocessistobetterunderstandingandimproveteachingandstudentlearning.Anydataandinformationgatheredduringtheformativefeedbackprocessshouldremainthepropertyoftheinstructor,anditistheinstructoralonewhodetermineswhetherandhowtheresultsareshared(Berk,2005;Huntley-Moore&Panter,2006).

Whyisformativefeedbackvaluable?Withaglobalshiftinhighereducationfromafocusonresearch,toincludeastrongerfocusonteaching,individualsandinstitutionsaresearchingforprovenstrategies,techniquesandtoolstoenhanceteachingandlearning(Evers&Hall,2009;Vajoczki,Fenton,Menard&Pollon,2011).Jungst,LickliderandWiersema(2003)writethat,“manydedicatedfacultywithgenuineinterestinimprovingclassroominstructiongropeforbetterwaysofdoingtheirjobs”(p.71).Theformativefeedbackprocessisastrategythatanyinstructorcanincorporateintohisorherpractice.

Thecaseforgatheringformativefeedbackisthatitispractical,doable,andthatitdoesenhanceteachingandstudentlearning(Courneya,Pratt&Collins,2008;Hubbal&Clarke,2011;Shute,2008).Furthermore,accordingtoSmith(2001),gatheringandrespondingtoformativefeedbackisessentialtoimprovingteachingandstudentlearning.

Whatdoesformativefeedbacklooklike?Formativefeedbackiscontext-specificandtheprocessofcollectingformativefeedbackisdrivenbytheinstructor.Formativefeedbackcantakediverseforms,suchas:

• informalorformaldataandinformation;• quick,immediate(real-time)orretrospectivecommentsandreflections;and,• impromptuorscheduledfeedbackandinputfromothers(Smith,2001).

Thefirstprincipleoftheformativefeedbackprocessisthatitisvoluntaryandinitiatedbytheinstructor.Asecondprincipleisthatitistrulydevelopmentalandgrowth-oriented.Formativefeedbackismostoftencollectedfromlearners,throughstrategiesrangingfromashort,focusedquestionnaire,tofocusgroups,andclassrepresentatives(Heise&Himes,2010),ormorecomprehensiveassessmentsofaspecificlearningactivity(Angelo&Cross,1993;Weimer,Parrett&Kerns,2002).

Formativefeedbackfromcolleaguesmayalsobevaluable.AsSmith(2001)emphasizes,“Colleagues,workingtogether,invite,offer,andreceiveinformationaboutthequalityofwhattheyaredoing…withaviewtoimprovingitsquality”(p.59).Hefurtherprovidesanddescribesseveralpeerformativefeedbacktechniquesandmodelswhichinclude:teachingcircles;mentoringandcoaching;teachingteams;collaborativeinquiry;and,conductingclassroomvisitsandobservations.SomeoftheseexamplesareexpandedonfurtherinthisguideandinAppendix1.



LensesoffeedbackBrookfield(1995)providesamodeloffourlensesofperspectivetoconsiderforreflectiveteaching.Thelensesare:1.Self,2.Students,3.Colleaguesand4.Scholarship.Thesefourlensesareusefultocontextualizetheformativefeedbackprocess,andhavebeenadaptedinTable1toframethesourcesofformativefeedback.

Table1FourlensesofformativefeedbackAdaptedfromBrookfield(1995)

Lens Sourcesoffeedbackfortheinstructor1. SELF • Instructors’self-awarenessandreflection(e.g.Whathaveyou

noticed?Whatdoyouneedtoknowaboutyourteaching?)• Instructors’reflectionjournalsandnotes

2. STUDENTS • Gatheringreal-timefeedbackfromstudents• Gatheringstructuredstudentfeedbackandinputonparticular

assignmentsand/orteachingandlearningactivities• Implementingaclassroomassessmenttechnique(CAT)(seeAngelo

andCross,1993)

3. COLLEAGUES • Askingcolleaguesforfeedback• Joining(orstarting)apeer-learninggroup• Participatinginateachingsquareorpeermentoringprocess

4. SCHOLARSHIP • Consultingtheliterature• Participating/presentingatconferences• Engaginginteachingandlearningresearch• Applyingresearchtoone’steachingandlearningpractice



TheCARRAmodelofformativefeedbackTheCARRAModel:Curiosity,Ask,Receive,Reflect,Act(Figure2)providesaframeworkforcollectingformativefeedback.ThemodelstartswithCURIOSITY(individualawareness,andself-reflectionofwhatisgoingonintheclass),wheretheinstructorthenASKsforfeedbackandconsultstheliterature.TheinstructorthenRECEIVEs,REFLECTsandinterpretsthefeedback.Theseprocessesprovideanopportunityfortheinstructortorespondtothefeedback,andACT,change,oradapt,theirteachingandlearningstrategies.TheCARRAmodelwasdevelopedbyJeffsandPiera(2016).

Figure2.CARRAmodelofformativefeedback.



Aquestion-basedapproachtotheCARRAmodelWhatdoyouwanttoknowaboutyourteachingorstudentlearning?Whatareyoucuriousabout?Table2providesaquestion-basedapproachtoguideyouinthinkingaboutwhatyouwanttoknowaboutyourteachingandstudentlearning,applyingtheCARRAmodel,andincorporatingformativefeedbackinordertobetterunderstandingandimprovestudentlearning.

Table2Aquestion-basedapproachtoapplyingtheCARRAmodel

CURIOSITY Whatquestionsdoyouhaveaboutyourteachingorstudentlearninginyourcourse?Beasspecificaspossible.

ASK Whowillyouask/consult?Considerthefourlensesofgatheringfeedback(Table1).

RECEIVE Whattypeoffeedbackwouldyouliketoreceive?

REFLECT Howwillyouassessandinterpretthefeedback?

ACT Howwillyouactonthefeedback?Whatteachingorlearningstrategieswillyouchange,adapt,ortry?



GivingandreceivingfeedbackThroughouttheformativefeedbackprocess,informationisgatheredthroughvariousmeans:

• welistentowhatourstudentsandcolleaguessay;• wereflectonwhatishappeninginourclassrooms;• weobservewhatourcolleaguesaresayinganddoing;and• wereadfeedbackfromourstudentsandcolleaguesin-personandonline.

Oncefeedbackhasbeenreceived,itistimetointerpret,respond,anddeterminewhatactionswecantakeforcontinuousimprovement.Itisimportanttoacknowledgethatfeedbackhasbeenreceived,demonstrateappreciationforothers’contributionstoprovidingfeedback,andtoinformthosewhohaveprovidedfeedbackhowtheirinputwillbeusedtoimproveyourdevelopmentasaninstructor.Table3,adaptedfromPiccinin(2003)providespracticalstrategiesforgivingandreceivingfeedback.Hesuggeststhatwhenreceivingfeedbackweshouldbeawareofhowwefeel.Consideryourlevelofself-confidence,mood,andthecontext.Howwelldoyouknowthematerial?Whatisyourrelationshipwiththepersongivingfeedback?Instructorsmightwanttointroduceandmodeltheprocessofgivingandreceivingfeedbackeffectively.BoudandMolloy(2013)suggestbothinstructorsandstudentshavedifferentperceptionsandexperienceswithfeedback.Unlessthereisasharedunderstandingoftheintent,theformativefeedbackprocessmightnotbeaseffective.



Table3GivingandreceivingfeedbackAdaptedfromPiccinin(2003)

Givingfeedbackeffectively

Effectivefeedbackisappreciative,respectful,thoughtful,andanintentionalactivitywithafocusondevelopment.Beingpreparedtogivefeedbackisthefirststep.Beforeyouconsenttoofferfeedback,askyourself,doyouhavethetimeandenergytoparticipate?Willitbewritten,orverbalfeedback?Reviewthepurpose,andfeedbackprocess,guidelines,andexpectations.Askforsomespecificguidanceaboutthefeedbackrequested.Ingivingfeedback.Beawareofconfidentiality(avoidhallwaysorpublicspaces).

• UseIstatements–yourpersonalopinions,ratherthan‘you’• Bespecific,clearanddirect• Showempathy• Providesuggestionsforimprovement• Cushionthenegative–frameasdevelopmentalandfuture-focused• Checkforunderstanding• Controlemotions• Beawareoffacialexpressions,bodyposture,gestures,andtoneof

voice.Receivingfeedbackeffectively

Bepreparedandawarewhenyouareabouttoreceivefeedback.Howdoyoufeel?Consideryourlevelofself-confidence,mood,andthecontext.Howwelldoyouknowthematerial?Whatisyourrelationshipwiththepersongivingfeedback?

• Remember,weallhaveroomtoimprove,developandgrow.Feedbackcanfacilitatethisprocess.

• “Thekeyistoperceivewhatissaidasobjectivelyaspossible”(p.47)-easiersaidthandone,butthiswillimprovewithpracticeandknowledgeaboutfeedback.

• Feedbackcanbeaccepted,rejected,orused(thinkofitasagift).Itisuptothereceivertouseoradaptashe/shewishes.

• Listenorreadthefeedbackcarefully.Takethetimeneededtoprocessthefeedback.Don’tinterruptthespeakerorargue.Re-readwrittenfeedbackasnecessary.Ifappropriate,youcoulddebriefwithacolleague.

• Paraphrasethefeedback,clarifywhatisbeingsaid.Ifthefeedbackishelpful,thereceivercanacceptit,ifitneedsclarification,thereceivercanofferadditionalinformation.Listenopenlywithoutinterruptingthespeaker.

• Indicatehowyouwill,orwillnotusethefeedback,andifthereisafurtheropportunitytoparticipateinafeedbackprocess.

Reflectingonthefeedback

• Reflectontheprocessandhowitmayimpactyourteachingandlearningpractices.Allowyourselfthetimetodothis.Atrustedcolleaguemightbeconsultedtohelpprocessthefeedback.

• Thefeedbackmightbeaccurateevenifyoudon’twanttohearit.Itisuptoyoutouseitinwhateverwayyouwish.



VisualizingtheformativefeedbackprocessFigure3combinesallofthecomponentsoftheformativefeedbackprocessincludingtheCARRAmodel(Jeffs&Piera,2016).Asstatedatthebeginningofthisguide,formativefeedbackisanintentional,voluntary,developmentalstrategyforinstructorstoreceivefeedbackabouttheirteaching,withthegoalofbetterunderstandingandimprovingstudentlearning.Thefourlensesofformativefeedback–1.Self,2.Students,3.Colleaguesand4.Scholarship–areadaptedfromBrookfield(1995)andincludedinthisframework.

Figure3.Aframeworkfortheformativefeedbackprocess.



ApplicationoftheCARRAmodelIfyouhaven’thadmuchexperiencewiththeprocessofgathering,interpreting,andrespondingtoformativefeedback,thebestwayistostartwithasimplefeedbacktechnique.InTable4,theCARRAmodelisappliedtoillustrateaUniversityofCalgary’sinstructor’sexperiencewithformativefeedbackaswaspreviouslypresentedatthebeginningoftheguide.

Table4AnExampleoftheapplicationoftheCARRAmodel

CURIOSITY Whatquestionsdoyouhaveaboutyourteachingorstudentlearninginyourcourse?Beasspecificaspossible.Inoticedthatstudents’performanceonamidterminnumerical/computationalmethodswasbelowexpectations,basedonpastexperiencewithasimilarcourse.Iwascurioustoknowwhathappenedinthisclass.

ASK Whowillyouask/consult?Considerthefourlensesofgatheringfeedback.Idecidedtosolicitfeedbackdirectlyfromstudentsfollowingthemidtermonwhytheythoughtthemidtermdidnotgoverywell.IwasteachingasmallclasssoIwasabletoengagethestudentsinadiscussioninthefirstclassafterthemidtermexam.

RECEIVE Whattypeoffeedbackwouldyouliketoreceive?Duringthediscussion,thestudentsnotedthattheformatofthemidterm(hand-written)wassignificantlydifferentfromhowtheyhadpracticedthecoursematerial.Previousassignmentshadbeencompletedbywritingacomputerprogramorusingspreadsheetsoftwaretoperformthecalculations.

REFLECT Howwillyouassessandinterpretthefeedback?Irealized,basedonthestudents’feedback,thatcalculationsarerarelywrittenbyhandsincethedataalmostalwaysneedstogointoareportorotherrecordsummarizingthework.Someofthestudentsweregraduatestudentswhohadreturnedtouniversityafterseveralyearsworkinginindustryanddidnotusethemethodallocatedinthemid-term.

ACT Howwillyouactonthefeedback?Whatteachingorlearningstrategieswillyouchange,adapt,ortry?Ire-assignedthemidtermtobecompletedasahomeworkassignmentusingthecomputationalaidsthatstudentsaremorelikelytoworkwithinthefuture.Igavethefinalexamforthecourseinacomputerlab,sothatstudentscouldcompletethecalculationsusingthecomputer.Thefeedbackalsoledmetoreflectontherelevanceofhandwrittenexamsincoursesonappliedmathematicsingeneral.Ifeelthattheassessmentmodeshouldbemodelledascloselyaspossibleonhowstudentsarelikelytousethetheory/skillsfromthecourseinthefuture.Iwillstronglyconsiderorganizingfutureexaminationsinvolvingcomputationsinacomputerlab.



ResourcesandsampleactivitiesInstructorsneedopportunities,practice,andsupporttoenhancetheirskillsanddevelopment,andallcombined,engagingintheformativefeedbackprocessisaworthwhileendeavor(Jungst,Licklider&Wiersema,2003).Whiletherearesomequickself-assessmentsthatcanbedonetocaptureimmediatefeedback,(Davis,2001),Courneya,PrattandCollins(2008)contendthatteachersrequiretrainingtobeeffectiveatproviding,andprocessingformativefeedback.Inthenextsection,selectedformativefeedbackstrategiesandactivitiesareprovided.Additionalresources(printandonline)canbefoundontheTaylorInstituteforTeachingandLearningwebsite:

http://ucalgary.ca/taylorinstitute/http%3A//ucalgary.ca/taylorinstitute/resources/formative-feedback

Table5includesafewselectedexamplesofactivitiesforeachofthefourlenses:1.Self,2.Student,3.Colleague,and4.Scholarship(adaptedfromBrookfield,1995).Atthebeginningofeachoftheactivities,oneoftheiconsdepictingthelensofformativefeedbackwillbedisplayed,asfollows:

Table5Selectedexamplesofactivitiesforeachofthefourlenses

Lens Activity1. SELF • What,SoWhat,NowWhat?

• ReflectiveTeachingJournal• Preparing,reviewingorrevisingaTeachingPhilosophyStatement

2. STUDENTS • One-MinutePaper• Stop,Start,Continue• ClassRepresentatives• ClassroomAssessmentTechniques(CAT)(SeeAngeloandCross,

2992)

3. COLLEAGUES • Peerconsultationandfeedback• Classroomobservation• TeachingSquare• Mentoring

4. SCHOLARSHIP • Exploringtheliterature• Engaginginscholarlyprofessionaldevelopment(e.g.teaching-

relatedconferencepresentations)• Engaginginthescholarshipofteachingandlearning(SoTL)

Inadditiontotheseactivities,thereisaselectedlistofannotatedresourcesonformativefeedbackprovidedinAppendix1ofthisguide.



SELFLENS:Reflection.What?SoWhat?NowWhat?Rolfeetal.,(2001),provideaframeworkforreflection(Table6:What,SoWhat,NowWhat?)thatcanbeusefulinourteachingpractice.Three(3)simplestatementsprovideamethodfortrackingteachingexperiences,curiosities,andgoals.Thisframeworkcanbeusedinmostsituationsandkeptasareference.

Table6What?SoWhat?NowWhat?

1. What?Whatdidyouexperienceinyourclassthatyouarecuriousabout,orfeltgreat,orthatdidn’tfeelright?Wasthissomethingneworhaveyouexperienceditbefore?Whatdoyouwanttoknowmoreabout?Jotdownthedetailsandbeasspecificaspossible.

2. SoWhat?Howdidthisexperienceimpactyourteaching,andhowdoyouthinkitimpactedyourstudents’learning?

3. NowWhat?Howwillyouproceedtoexamineyourexperience?Istheresomethingyouwilltryorchangeinyourteaching?

Whatelsedoyouwanttolearnabout?Howwillyouaccomplishthis?Whatareyourgoalsfordevelopment?

AdaptedfromRolfe,G.,Freshwater,D.&Jasper,M.(2001).Criticalreflectionfornursingandthehelpingprofessions:Auser’sguide.NewYork:PalgraveMacMillian.



STUDENTLENS:OneMinutePaperPerhapsoneofthemostusedformativefeedbacktechniques(Chizmar&Ostrosky,1998)isthe‘One-MinutePaper’(Table7).Itisaquickandsimplemethodtoobtainfeedbackfromstudents,toandfortheinstructor.Thiscanbeusedatanytime,andadaptedtofittheinstructors’needs.Youcanprepareaformtohandout,oraskstudentstotakeoutablankpieceofpapertoanswer

thequestionsyouhaveprepared(2or3questionsmax).Criticaltothesuccessofthisstrategy,instructorssummarizetheinputgathered,aswellasspecificstrategiesandchangestheywillimplementbasedonthestudents’feedbackatafutureclassmeeting.

Table7One-minutepaper

Pleasetakeaminutetorespondtothefollowingquestions.

1. Whatisthemostimportantthingyoulearnedtoday?

2. Whataresomequestionsthatremainforyouaftertoday’ssession?

3. Whataresomeofthethingsyoudon’tevenunderstandwellenoughtoaskaboutaftertoday’ssession?

Othercommentsorsuggestions:

Adaptedfrom:Chizmar&Ostrosky,1998;andQueensUniversity,2008.



STUDENTLENS:Start.Stop.Continue.Thereisevidencethatthe‘Start,Stop,Continue’(Table8)methodcontributestohigherqualityfeedbackthannon-structuredfeedback(Hoon,Oliver,Szpakowska,&Newton,2015).Thefollowingtemplatecanbeusedandadaptedtogatherimmediatefeedbackfromstudents.

Table8Stop.Start.Continue.

1. START...Pleasetellmeanythingyouwouldlikemetostartdoinginclasstohelpimproveyourlearninginthiscourse.

2. STOP!Pleasetellmeanythingthatyouwouldlikemetostopdoinginclasstohelpimproveyourlearninginthiscourse.

3. CONTINUE...Pleasetellmeanythingthatyouwouldlikemetocontinuedoingtohelpimproveyourlearninginthiscourse.



COLLEAGUELENS:PeerconsultationandpeerfeedbackAnypeerconsultationorinvitationforpeerfeedbackshouldbeinitiatedbytheinstructor(Cassidy&Lee,2010).Considerwhatyouwanttoknow.Whatareyourspecificteachingandlearninggoals?Thisreflectionwillinformthetypeofactivity

youengageintoreceiveformativefeedback(Table9).Thereareadditionaloptionsandmodelsforpeerconsultationandstructuredprogramsintheresourcessectionofthisguide.

Table9Peerconsultationandpeerfeedbackoptions

InformalNotstructured

QuickSimple

MoreformalDrop-inand/orScheduled

Variabletime

FormalStructured

SignificanttimeComplex

Activity

• Consultwithatrustedcolleaguewhohasteachingexperiencetodiscussaparticularteachingchallenge,oraspecificelementofyourcourseoutline,assignment,lessonplan

• Consultwithsomeonewhoisnotasexperiencedandyoucanlearntogether

• Learningcircles• Discussiongroups• Dropinsessions• Requesta

consultationwithaneducationaldevelopmentconsultant

• Peermentorship• Teachingsquares

Process

• Inviteacolleaguetohaveacupofcoffeeoraquickmeetingtodiscussacuriosityyouhaveaboutteaching

• Beawareofconfidentialityifyouareinapublicplace

• Useanymodeofcommunicationthatworks-inperson,phone,skype,email

• Yourfaculty,department,orinstitutionmayhavescheduledactivitiestosupportpeerlearningaboutteaching

• Startalearningordiscussiongroupfocusedonteachingdevelopment

• Yourfaculty,department,orinstitutionmayhavescheduledmentorshipactivities

• Ifthereisn’tastructuredactivityofferedinyourdepartmentorfaculty,initiateone

PeerConsultationandPeerFeedback



SCHOLARSHIPLENS:ExploringteachingandlearningliteratureMaryellenWeimer’s(2013)teachingjourneytookherfullcirclefromguessing,reflecting,experimenting,andimplementing,toeventuallyrealizinghowshewasteachingwasinfactsupportedbyevidenceandtheory.Herwritingsandworkguideusasteachers,anddescribehowtheoryinformsourteachingandlearningpractices(Weimer,2006).

Britzman(2003)writesabouthowreadingtheorycanhelpinstructorsunderstandtheirexperiencesintheclassroom,byprovidingscholarlyinsightsintowhatisoccurring.Reading,studying,andresearchingteachingandlearning,allcontributetothedevelopmentoftheteacher,informpractice,andinturn,impactstudents’learning(Table10).

Brookfield(1995)recognizesreadingandsearchingtheliteratureisanotherdemandonourtime,yetitisbeneficialandworthwhiletoourpractice.Heprovidesasuccinctoverviewofthetheoreticalscholarshiprelatedtoteachingonpages38-39inhisbookBecomingacriticallyreflectiveteacherandincludesworkson:

• teachers’voices• personalnarrative• autobiographicalstories• teacherthinking

• personaltheorizing• ethnographicstudiesofteachers’

lives• casestudiesofteachersinpractice

Table10Exploringteachingandlearningliterature

TopicorissueofInterest

Identifyjournal,article,book,orwebsitetoexplore.Isthisapotential

researchprojectforyourself?

Notes,Actions



SCHOLARSHIPLENS:ProfessionaldevelopmentConsideracademicconferences,professionaldevelopment,facultydevelopment,workshops,andseminarsasopportunitiestoreflectandexploreteachingandlearning.Theseopportunitiesoftenprovideamirroronhowweteach,howwedon’twanttoteach,andwhatourstudentsmayexperience(Brookfield,1995).Keepnotes,beobservant,andyou“mightarriveatsomeveryprovocativeinsightsfortheirownteaching”(Brookfield,1995,p.54).

Shadiow,(2016)offerssomepracticaladviceaboutgettingthemostoutofconferences–whichinturncanbeappliedtomostprofessionaldevelopmentopportunities.Table11canbeusedoradaptedasachecklisttocaptureyourlearningatvariousprofessionaldevelopmentevents.

Table11Gettingthemostoutofprofessionaldevelopmentconferences,workshops,andevents

Preparation

1. Approachtheeventasapersonalindependentstudy.Beexplicitaboutwhatyouwanttolearn,andwhoyoumaywanttoconnectwith.

2. Pre-planyourparticipation–selectthesessionsorworkshopsyouwanttoattend.

3. Preparetobeintentionalabouttakingnotes:Ifyouwritebyhand,takeadedicatednotebookfortheevent.Ifyoutakeelectronicnotes,createyourownfileaheadoftimetoorganizeyourthoughts.

During4. Startwithablank‘thinkaboutsheet’.Thissheetremainsseparatefrom

thenotesyoutakeineachsessionsandservesasagenerativesourcetothinkaboutlater.

Post5. Lookoverthe‘thinkaboutsheet’.Addaquestionfollowingeachentry.6. Whatwasthemostimportantthingyoulearned?Whatdoyouwantto

adapt,change,oruseinyourpractice?Howwillyougoaboutit?

AdaptedfromShadiow,(May23,2016).Howtogetthemostoutofaprofessionalconference.FacultyFocus:HigherEdTeachingStrategiesfromMagnaPublications.



Formativefeedback:PuttingitallinperspectiveCollecting,interpretingandrespondingtoformativefeedbackisapracticalandbeneficialstrategytoenhanceteaching,andbetterunderstandandimprovestudentlearning.Thepremiseofformativefeedbackforteachingdevelopmentisclearlyarticulatedthroughoutthisguideasanintentional,self-reflective,evidence-based,instructor-initiated,anddevelopmentalprocess.

Information,strategies,andresourceswereselectedtosupportandencourageinstructorstoengageintheformativefeedbackprocess,withtheultimategoalofbetterunderstandingandimprovingstudentlearning.Theactivitiesinthisguidehavebeenincludedforinstructorstocopy,andoradaptasneeded.

Brookfield’s(1995)perspectivesonreflectivepracticehavebeenincorporatedthroughoutthisguideaslensesinwhichtoviewandexploretheformativefeedbackprocess.Theperspectivesincludeone’sself,students,colleagues,andscholarship.

Theframeworkwasdevelopedtoprovideinstructorswithaformativefeedbackstrategy.Itisthehopethatthisguidewillbeusedbyanyonewhoteachesinhighereducation,orwhoispreparingtoteach.Thepracticalresourcesprovidedthroughoutaredesignedtoencourageinstructorstobeginorenhancetheprocessofgathering,interpretingandrespondingtoformativefeedback,inordertobetterunderstandandimprovestudentlearning.



References

Adcroft,A.(2011).Themythologyoffeedback.HigherEducationResearch&Development,20(4),405-419.

Angelo,T.&Cross,P.(1993).Classroomassessmenttechniques(2nded.).SanFranciscoCA:JosseyBass.

Berk,R.(2005).Surveyof12strategiestomeasureteachingeffectiveness.Internationaljournalofteachingandlearninginhighereducation,17(1),48-62.

Boyd,D.&Molloy,E.(Eds.).(2013).Feedbackinhigherandprofessionaleducation:Understandingitanddoingitwell.NewYorkNY:Routledge.

Brookfield,S.(1995).Becomingacriticallyreflectiveteacher.SanFranciscoCA.Jossey-Bass.

Britzman,D.(2003).Practicemakespractice:Acriticalstudyoflearningtoteach(reviseded.).AlbanyNY:StateUniversityPress.

Cassidy,A.,&Lee,J.(2010).Peerreview:Structured,informal,confidential,helpful!UniversityofBritishColumbia.Retrievedfromhttp://celt.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3275

Chizmar,J.andOstrosky,A.(1998).Theone-minutepaper:someempiricalfindings.TheJournalofEconomicEducation,29(1),3-10.

Courneya,C.,Pratt,D.,&Collins,J.(2008).Throughwhatperspectivedowejudgetheteachingofpeers?TeachingandTeacherEducation,24,69-79.

Crossouard,B.,&Pryor,J.(2012).Howtheorymatters:Formativeassessmenttheoryandpracticesandtheirdifferentrelationstoeducation.StudiesinPhilosophyandEducation,31,251-263.

Dawson,D.,Borin,P.,Meadows,K.,Britnell,J.,Olsen,K.,&McIntrye,G.(2014).Theimpactoftheinstructionalskillsworkshoponfacultyapproachestoteaching.HigherEducationQualityCouncilofOntario(HEQCO).

Evers,F.,Hall,S.,withBritnelll,J.,Brockerhoff-Macdonald,B.,Carter,L.,Dawson.D.,Kerr,D.,Mighty,J.,Siddall,J.,&Wolf,P.(2009).Facultyengagementinteachingdevelopmentactivities–phase1:Literaturereview.Toronto:HigherEducationQualityCouncilofOntario.

Halonen,J.,Dunn,D.,McCarthy,M.,&Baker,S.(2012).Areyoureallyaboveaverage?Documentingyourteachingeffectiveness.In,B.Schwartz,&Gurung,R.(Eds.).Evidence-basedteachingforhighereducation(pp.131-149).Washington,DC:AmericanPsychologicalAssociation.

Heise,B.,&Himes,D.(2010).Thecoursecouncil:anexampleofstudent-centredlearning.JournalofNursingEducation,49(6),343-345.

Hoon,A.,Oliver,E.,Szpakowska,K.,&Newton,P.(2015).Useofthe‘Stop,start,continue’methodisassociatedwiththeproductionofconstructivequalitativefeedbackbystudentsinhighereducation.Assessment&EvaluationinHigherEducation,40(5),755-767,DOI:10.1080/02602938.2014.956282



Hubball,H.,&Clarke,A.(2011).Scholarlyapproachestopeer-reviewofteaching.TransformativeDialogues:Teaching&LearningJournal,4(3),1-32.Retrievedfromhttp://www.kpu.ca/sites/default/files/

Teaching%20and%20Learning/TD.4.3.7_Hubbal&Clarke_Peer_Review.pdfHuntley-Moore,S.,&Panter,J.(2006).Apracticalmanualforevaluatingteachinginhigher

education.Dublin:AISHE.Hutchings,P.(2007).Theory:Theelephantinthescholarshipofteachingandlearningroom.

InternationalJournalfortheScholarshipofTeachingandLearning,1(1),1-4.Jungst,S.,Licklider,B.,&Wiersema,J.(2003).Providingsupportforfacultywhowishtoshiftto

alearning-centeredparadigmintheirhighereducationclassrooms.JournalofScholarshipofTeachingandLearning,3(3),68-81.

Moorse,R.&Moore,P.(2006).Littleacornstakingroot:Systematicapproachestogoodpracticetransferwithinorganizations.London:TheLearningandSkillsNetwork.Retrievedfromwww.LSNeducation.org.uk

Palmer,P.(2007).Thecouragetoteachguideforreflection&renewal.SanFranciscoCA:Jossey-Bass.

Piccinin,S.(2003).Feedback:Keytolearning.GreenguideNo4,(4thprinting).London,ON:STLHE

QueensUniversity(2008).One-minutepaper.Retrievedfromhttp://meds.queensu.ca/assets/Improve-learning-through-formative-assessment.pdf

Richardson,J.(2005).“Instrumentsforobtainingstudentfeedback:Areviewoftheliterature.”Assessment&EvaluationinHigherEducation,30(4):387–415.doi:10.1080/02602930500099193.

Rolfe,G.,Freshwater,D.,&Jasper,M.(2001).Criticalreflectioninnursingandthehelpingprofessions:auser’sguide.Basingstoke:PalgraveMacmillan.

Shadiow,L.(2016).Howtogetthemostoutofaprofessionalconference.FacultyFocus.Retrievedfromhttp://www.facultyfocus.com/articles/faculty-development/get-professional-conference/?utm_campaign=Faculty+Focus&utm_source=hs_email&utm_medium=email&utm_content=29839959&_hsenc=p2ANqtz-8iC8PerLdA7BpMAN84NHS69MApNLpl2GpCrDFrnIxVNPvTiKbw78SNg6WBTLS9GICktJ1YKsRkfAN6juv6Q4tQbJJ0ag&_hsmi=29839959

Shute,V.(2008).Focusonformativefeedback.ReviewofEducationalResearch,78(1),153-189.

Seijts,G.,Taylor,L.,&Latham,G.(1998).Enhancingteachingperformancethroughgoalsetting,implementationandseekingfeedback.InternationalJournalforAcademicDevelopment.3(2),156-168.DOI:10.1080/1360144980030208

Smith,R.(2001).Formativeevaluationandthescholarshipofteachingandlearning.NewDirectionsforTeachingandLearning,88,51-62.

Vajoczki,S.,Fenton,N.,Menard,K.,&Pollon,D.(2011).Teaching-StreamFacultyinOntarioUniversities.Toronto:HigherEducationQualityCouncilofOntario.

Weimer,M.(2006).Enhancingscholarlyworkonteachingandlearning:Professionalliteraturethatmakesadifference.SanFrancisco,CA:Jossey-Bass.



Weimer,M.(2013).Learner-centeredteaching:Fivekeychangestopractice.SanFranciscoCA:JohnWiley&Sons.

Weimer,M.,Parrett,J.,&Kerns,M.(2002).HowamIteaching:formsandactivitiesforacquiringinstructionalinput.Madison,WI:AtwoodPublishing.



Appendix1:Strategies,techniques,andresources(onlineandprint)Theresourcesinthisappendixhavebeenselectedtoprovideinstructorswithasamplingofthetypesofactivitiesandstrategiesavailableforformativefeedback.Theauthorsanddevelopershavemadetheirresourcesaccessible,andfreelyavailableforuse.Ifyouwouldliketocontributetothelistofresources,oraddcommentsabouthowyouhaveusedoradaptedformativefeedbackactivities,youareinvitedtojointheTaylorInstituteTeachingCommunity:http://www.ucalgary.ca/taylorinstitute/teaching-community/

CriticalIncidentQuestionnaire(CIQ):http://stephenbrookfield.com/Dr._Stephen_D._Brookfield/Home.html

TheCIQisdesignedtogiveaninstructorimmediatefeedbackaboutlearningandteachingdevelopment.Studentsanswer5questionsin5minutesattheendofaclass.ThereisadditionalinformationatthissitetohelptheinstructorunderstandtheuseandadvantagesoftheCIQ.

CreatingaFeedbackFormUsingtheSurveyToolinD2L:

http://ucalgary.ca/taylorinstitute/resources/formative-feedbackAstep-by-stepguide,createdbytheTaylorInstitute'sinstructionaldesignteam,oncreatingaformativefeedbacksurveyinD2L.

Feedback:Keytolearning.Piccinin,S.(2003).GreenguideNo4,(4thprinting).London,ON:STLHE.

Piccinin’sguideprovidesacomprehensivestrategiesonhowtogiveeffectivefeedback,howtoreceivefeedbackeffectively,andhowtoprocessandactuponfeedback.

GatheringFeedbackfromStudents:http://cft.vanderbilt.edu/guides-sub-pages/student-feedback

VanderbiltUniversity.Acomprehensivewebsitewithinformation,forms,surveys,andtechniquesforgatheringfeedback.Downloadresourcesandadaptforyourneeds.

GenuinePeer-ObservationofTeaching.http://www.ucd.ie/t4cms/UCDTLD0071.pdf

TheUniversityCollegeDublinhascreatedaone-pagestep-by-stepprocessonhowtodevelopandbepartoftheprocessofpeer-observation.Themodelisintentional,developmental,structured,andoccursoveraperiodoftime.

HowamIteaching:Formsandactivitiesforacquiringinstructionalinput.

Weimer,M.,Parrett,J.,Kerns,M.(2002).Madison,WI:AtwoodPublishing.Thisclassictextincludestwelveinventoriestocollectfeedbackfromstudentsandpeers.Allofthematerialisavailabletocopy,alter,andadaptforinstructionalpurposes.

InstructionalSkillsWorkshop(ISW).

http://ucalgary.ca/taylorinstitute/teachingdevelopment/instructional-skills-workshop.ISWisanintensive,four-dayworkshopthatgivesparticipantsthechancetoenhancetheirteachingskillsinasmallgroupsetting.Dawsonetal.,(2014)reportthatISWdevelopsinstructionalskillsinlessonplanning,teaching,givingandreceivingfeedback,andcriticalreflection.

Mid-termStudentFeedback.http://fod.msu.edu/oir/mid-term-student-feedback

MichiganStateUniversity.OfficeofFaculty&OrganizationalDevelopment.Thiswebpageisdedicatedtoformativefeedbackresources,questionnaires,videos,andtemplates.



PreparingaTeachingPhilosophyStatement.Kenny,N.A.,Jeffs,C.,&Berenson,C.(2015).Calgary,AB:

TaylorInstituteforTeachingandLearning:http://ucalgary.ca/taylorinstitute/edu/node/637Thisresourceintroducesteachingphilosophystatementsandoffersseveralreasonsforpreparingone.Italsooutlinesthecomponentsofaphilosophystatementandguidingquestionstohelpyoufillouteachofthesections.

Start-Stop-Continue.Gettingfeedbackfromstudents.BostonUniversityCentreforExcellence&

InnovationinTeaching: http://www.bu.edu/ceit/teaching-resources/start-stop-continue/.ThisresourcesoutlinestheStart-Stop-Continueactivityusedtoobtainanonymous,andquickfeedbackfromstudents.Anaddedbonustothisresourceisanexamplesummaryoffeedback,andguidancehowtointerpretthefeedback.

TeachingPerspectivesInventory.http://www.teachingperspectives.com/tpi/

TheTeachingPerspectiveInventory(TPI)isa(free)onlineresourcedesignedtoassessyourorientationtoteaching.The45-iteminventorywillbeautomaticallyscoredandyoucanprintyourprofile.TheTPIisusefultoexamineandreflectonyourbeliefsaboutteaching,andaidsinthedevelopmentofyourteachingphilosophystatement.

TheTeachingCommunity:TaylorInstituteforTeachingandLearning.

http://www.ucalgary.ca/taylorinstitute/teaching-community/TheTeachingCommunityisaplaceforpostsecondaryeducatorstoconnect,collaborateandcommunicate.Accessresource,addresourcesyou’vediscovered,shareourownresearchorbestpracticesanddiscusstopicsinpostsecondaryeducation.Goto‘SHARE’toaddresourcesorinformation,under‘Category’,clickonthedropdownmenu‘FormativeFeedbackforTeachingDevelopment’.

TheTeachingSquaresProgramManual.CarolBerenson.(2016).(indevelopment)

TaylorInstituteforTeachingandLearning.http://www.ucalgary.ca/taylorinstitute/TeachingSquaresaredesignedtoenhanceteachingandlearningandtobuildcommunitythroughaprocessofreciprocalpeerobservation,self-reflection,andgroupdiscussion.TeachingSquaresProgramsfacilitatethesharingofsuccessfulandinnovateteachingmethods,andcontributetofosteringacampuscultureofreflectionandcontinuousimprovementinteachingpractice(Moorse&Moore,2006,p.54).

UsingBrookfield’sFourLensestoImproveYourOwnTeaching.UniversityCollegeDublin.

http://www.ucdoer.ie/index.php?title=Using_Brookfield%E2%80%99s_Four_Lenses_to_Improve_YourOwnTeaching.Thisopeneducationresource,usingBrookfield's(1995)fourlensesofreflectivepractice,providesstepbystepexercisesforinstructorstoworkthroughtheirteachingpracticesandexperiences.Thefourlensesofself,peers,students,andscholarshipareusefulperspectivestoconsiderforformativefeedback.Examplestrategiesareincluded,andyoucanrecordyourownwork,saveandprintyourworksheets.

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