{"id":1160,"date":"2020-11-23T04:46:13","date_gmt":"2020-11-23T04:46:13","guid":{"rendered":"https:\/\/www.educationperfect.com\/?post_type=article&p=1160"},"modified":"2023-04-24T14:04:33","modified_gmt":"2023-04-24T03:04:33","slug":"student-voice-and-how-feedback-fosters-progress","status":"publish","type":"article","link":"https:\/\/www.educationperfect.com\/article\/student-voice-and-how-feedback-fosters-progress\/","title":{"rendered":"Student voice and how feedback fosters progress"},"content":{"rendered":"
Why do teachers need feedback?\u00a0<\/strong><\/p>\n Teachers are not strangers to the idea of giving feedback to their students.\u00a0We do this daily through discussions, regularly asking questions and responding to student answers or in a more structured and formalised manner through summative and formative assessments.<\/p>\n However, to really improve learning for our students, it is important to remember that feedback is not just a one-way process from the teacher to the student.<\/p>\n Teachers constantly gather data about the progress, level of understanding and engagement of their students.\u00a0We may do this incidentally through general classroom observation and informal conversations or in a more organised manner such as exit passes.\u00a0Many schools encourage departments to send out end of semester or end of year surveys to gain insights into students’ perceptions about the teaching programmes.<\/p>\n Research<\/a>\u00a0reminds us of the underlying reasons why student feedback is so important.<\/p>\n What sort of feedback do I need?\u00a0<\/strong><\/p>\n Starting with the question ‘What feedback do I need?’ can help teachers to not only decide which format to use to collect their data but can also focus our thinking around what is the primary purpose of this data collection and what am I going to do with the data.<\/p>\n Students have first-hand experience and in-depth views of how their teachers educate and engage their classroom, and these perceptions can be\u00a0collected quickly and regularly.<\/strong>\u00a0This could be achieved during a lesson with a simple thumbs up or thumbs down at the end of an activity, or via an\u00a0exit pass<\/a>\u00a0printed with 3 emoji faces that they need to circle on their way out.\u00a0There are many tools available that can easily give teachers an opportunity to make\u00a0real-time adjustments to their teaching<\/strong>.\u00a0Frequent, quick, informal questionnaires can also allow students to become accustomed to providing feedback, and may be easier for students to complete than longer surveys.<\/p>\n Feedback can also focus on students’\u00a0level of understanding or level of confidence<\/strong>\u00a0towards a new concept being covered.\u00a0This type of data would be particularly important to collect as students begin to return to the classroom as schools reopen or to create a benchmark at the start of a new academic year.\u00a0Presently around the globe, students and teachers are collectively concerned about potential gaps in knowledge or whether students will reach the desired outcomes by the end of the academic year.\u00a0Using diagnostic tests,\u00a0quizzes or check-in activities could be a useful way to gain an understanding of areas for focus for when students are back in the classroom but also it could provide the needed confidence and reassurance that students are actually OK.<\/p>\n How can I use this in my classroom – face to face or online?<\/strong><\/p>\n When teachers create a positive culture of feedback, you are sending a strong signal to students that you care about their point of view.\u00a0But for this to work effectively, a culture of trust must be developed first and students need to know they can be honest without ‘getting in trouble’.\u00a0In addition, students might be unfamiliar with the role of meaningful feedback, so when students are suddenly asked to rate a lesson or give feedback they tend to skip the opportunity.<\/p>\n Before administering any surveys, express to students that you as a teacher can only improve if their answers are honest and constructive. Relay directly that this feedback is important to you and that you appreciate their ideas.\u00a0And after collecting their answers, share some of the findings with the class and take the time to address what you can and cannot change.\u00a0There is nothing worse than being asked for your opinion, giving it and then being ignored.<\/p>\n At the same time students may also need to be explicitly taught how to give effective feedback.\u00a0Maybe start with simple questions and move to more difficult ones as they become more effective in communicating.\u00a0If asking for longer responses, it might be helpful to give sentence starters that can help students to learn how to give precise, constructive feedback, and hopefully you won’t then get lots of ‘the lesson was good thanks’.<\/p>\n In the current climate of remote learning, it is important to consider that these evaluations should also be collected online.\u00a0However, given the speed at which teachers and schools moved into online teaching, gathering student feedback in a regular manner may have been forgotten.\u00a0In the past we have been able to gather this data through classroom observations and it may not be common practice for teachers to explicitly incorporate such feedback into their lesson. Yet research recently conducted by\u00a0Pivot Professional Learning<\/a>\u00a0tells us now more than ever that student feedback is invaluable.<\/p>\n\n