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STUDENT FEEDBACK: TEACHING YOUR TEACHER Dr Cristina Stefan Pediatric oncologist May 2007
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Hematology module MBCHB IV 2006 and 2007
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CLASSROOM ASSESMENT TECHNIQUES Classroom evaluation Classroom research
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2 FUNDAMENTAL QUESTIONS 1. How well are students learning? 2.How effectively are teachers teaching?
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HEMATOLOGY MODULE MBCHB IV 2006- 171 students 2007 –192 students Evaluation 1-5, agree strongly/disagree strongly- too easy/too difficult-less 80% Comments
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RESULTS Highest score –outcomes available for the module _responsibility rests with me to achieve the results score : 4 Lowest score- feedback promptly score<3 Outcome in this module was average to achieve-78% 70% attended between 80-100% lectures
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STUDENTS COMMENTS Negative: -no feedback (or late) -announcement of marks-very late -clinical block in the middle of the module Positive: Helpful study guide Nice module Well organized
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OUR RESULTS 2006 –1 student failed 2007-1 student failed Could we do it differently? Could we achieve better results? Did we enjoy it as much as they did? Could we /they have FUN?
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FURTHER COMMENTS Should this questionnaire be the same for all disciplines? Audit of the feedback-when, how often? When should changes be implemented? Do we give them feedback about their feedback?
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TWO WAY COMMUNICATION Open communication Clear communication Direct communication Ask your students-early informal feedback, one minute response, class committees, students reflection
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TWO WAY FEEDBACK Teachers share results with students Ask for suggestions What would they do? What can they do to contribute to a better learning environment? Use feedback to develop dialogue Feedback creates the chance to express interests
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ASK YOUR STUDENTS Early informal feedback One-minute response Class committees Reflect
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TEACH THE TEACHER Do it yourself Self-evaluation DO WE NEED TO LEARN HOW TO TEACH?
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FINAL SUGGESTION Getting a students point of view can be one of the best guides for how to organize your next lesson
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To teach Is to Touch a life Forever
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