REFLECTIVE TEACHING
As an instructor, it is always nice to see how much your students got out of your course and lesson. This student feedback helps us as instructors to inspect and see what worked and what didn’t. It allows us to adapt to the student’s needs and learning styles which in return only makes us better educators. Below are a couple of examples to get student feedback at the end of a class or course to reflect on your teaching and how your students are learning from your instruction.
Exit Tickets
1. Create: Decide what you’d like to find out about students’ learning at the end of the lesson. Write a question or pose a problem on the Exit Ticket, or post the question or problem for students to see.
2. Collect: Set a specific amount of time for students to complete the Exit Ticket. Stand at the door to collect the tickets as students leave the classroom. Students could also post their exit tickets in a designated place in the room before leaving and/or transitioning.
3. Clarify: Examine the tickets carefully. Depending on your purpose, it might be helpful to sort the tickets into piles – for example, tickets that demonstrate students have grasped the content, tickets that show that students don’t understand, and tickets that you aren’t sure about. Consider starting the next lesson with interesting ticket responses or with a graph or chart that highlights common responses.
Three, Two, One
1. (Three): After the lesson, have each student record three things he or she learned from the lesson.
2. (Two): Next, have students record two things that they found interesting and that they’d like to learn more about.
3. (One): Then, have students record one question they still have about the material.
4. Review: Finally, the most important step is to review the students’ responses. You can use this information to help develop future lessons and determine if some of the material needs to be taught again.
About the Author
Shannon Larsen is a creative educator who has led numerous professional development sessions on increasing engagement, learning styles, and cultural differences. Prior to joining Scrum Alliance, she worked as an Instructional Specialist for adult language learners from a variety of different professional backgrounds and cultures. For comments and questions you may contact Shannon at [email protected]