Small Group Instructional Feedback (SGIF)
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Spring SGIF: February 10 - March 10
What is the SGIF?
SGIF is a formative mid-course check-in process for gathering information from students on their learning experience. The process is designed to foster communication and dialogue between students and instructors so that learning objectives and outcomes can be met successfully.
The ILC can conduct an SGIF with your face to face, remote, hybrid, blended and fully online courses.
Educational Value
SGIF offers faculty:
- A low risk opportunity to measure how their instructional planning and teaching techniques are working
- A feedback opportunity before regular end of semester faculty evaluation (Student Perceptions of Instruction survey)
- A mechanism for gauging student responses to instructional changes or innovations
- A facilitated mechanism to open a dialogue on learning with students
SGIF provides students with an opportunity to:
- Have their voice be heard
- Reflect on their role in the learning process
- Present their thoughts on what works or doesn鈥檛 work in the course/class
- Suggest changes or improvements to the course
Getting Started
Fill out the request form for an SGIF to:
- Set up a consultation meeting (or phone call or video conference)
- Review the process
- Identify any specific areas for feedback
- Establish times and dates for the class session
More Information
The SGIF is a three-phase process.
1. Facilitator-Instructor Consultation Meeting
- Fill out the request form at the top of this page for an SGIF to:
- set up a consultation meeting
- review the process
- identify focus questions for the classroom sessions
- establish times and dates for the class session
2. Facilitator-Students Discussion
- The discussion will take about 30 minutes.
- The instructor leaves the classroom,
- The facilitator introduces and explains the process
- The class members form small groups and reach consensus on the following questions:
- What do you like about this course?
- What suggestions do you have for making improvements?
- What other comments do you have about the learning environments?
- After several minutes of discussion, the groups report to the entire class.
- The facilitator, following clarification with students, summarizes the suggestions.
3. Facilitator-Instructor Debriefing
- The facilitator organizes the data into a report for the instructor
- The two colleagues review the results of the SGIF and consider the strengths as well as strategies for improvement
After debriefing:
- The instructor discusses the results with students and indicates changes (if any).
- The instructor determines how effective the changes have been, perhaps using the standard end of term student evaluation form.
Benefits
Student and instructor response to the SGIF have been positive. Students have expressed greater satisfaction with the SGIF method than with the traditional evaluation form at the end of the term. They appreciate the teacher's awareness of student concerns and the mid-course timing, which provides opportunity for changes to affect them. Instructors appreciate the personal interaction & supportive interpretation by a colleague, as well as the data, which are helpful in considering changes.
We can perform SGIF sessions on face-to-face classes, blended, and fully online courses. Blended and online courses will require additional consultation with ILC staff.
References
- Diamond, Miriam Rosalyn. (2004), The Usefulness of structured mid-term feedback as a catalyst for change in higher education classes. Active Learning in Higher Education; Nov2004, Vol. 5 Issue 3, p217-231, 15p.
- Millis, B. (1999). Three practical strategies for peer consultations. New Directions for Teaching and Learning, 79, 19-28.
- Crow, R., McGinty, D., LeBaron, J. (2008). The Online Small Group Analysis (OSAG): Adapting a Tested Formative Assessment Technique for Online Teaching. MountainRise, the International Journal of Scholarship of Teaching and Learning, Summer (1-19).