{"id":292,"date":"2023-09-21T19:57:04","date_gmt":"2023-09-21T19:57:04","guid":{"rendered":"https:\/\/blogschapman.wpenginepowered.com\/cetl\/2023\/09\/21\/teaching-tips-for-the-week-of-september-25-2023\/"},"modified":"2023-09-21T19:57:04","modified_gmt":"2023-09-21T19:57:04","slug":"teaching-tips-for-the-week-of-september-25-2023","status":"publish","type":"post","link":"https:\/\/blogs.chapman.edu\/cetl\/2023\/09\/21\/teaching-tips-for-the-week-of-september-25-2023\/","title":{"rendered":"Teaching Tips for the Week of September 25, 2023"},"content":{"rendered":"

In case you missed it… we’re revisiting a post from earlier this year about the importance of feedback, mid-term check-ins with your students, and creating an engaging classroom.<\/p>\n

Providing Meaningful & Effective Feedback<\/span><\/b>\u00a0<\/span><\/h3>\n

One of the most important factors leading to students\u2019 academic growth is the quality of feedback they receive from their instructors. <\/span>Woolf (2020)<\/span><\/a> and other researchers suggest that meaningful and effective feedback is 1) <\/span>regular and ongoing<\/span><\/i>, 2) <\/span>specific <\/span><\/i>and <\/span>actionable<\/span><\/i>, referencing aspects of a specific learning outcome or objective students can then apply for improvement; and 3) <\/span>timely<\/span><\/i>, allowing students time to make improvements prior to completion of the next relevant assignment. You might consider using different modalities for providing feedback, such as audio or video feedback, which might help motivate students to use your feedback, according to this <\/span>podcast episode<\/span><\/a>. Looking for more ideas? This <\/span>website<\/span><\/a> provides 20 specific tips for providing effective feedback.\u00a0<\/span>\u00a0<\/span><\/p>\n

Mid-Term Feedback from Students<\/span><\/b>\u00a0<\/span><\/h3>\n

Soliciting student feedback\u00a0regarding the course during the first weeks\u00a0of the term can help identify challenges to their learning. Making modifications according to this feedback not only affirms the student voice, but it supports their learning and can prevent negative end-of-course evaluation feedback – when it is too late to make changes for these students. Polling tools\u00a0and surveys can be used during class for quick and anonymous\u00a0check-ins throughout the term to gauge students’ learning and\/or satisfaction.\u00a0<\/span>Parrish (2016)<\/span><\/a> provides specific questions and tips for implementation of midterm evaluations. More suggestions and instructions for using various tools to collect feedback can be found <\/span>here<\/span><\/a>. If you\u2019d like to consult with CETL to construct mid-term surveys, please <\/span>contact us<\/span><\/a>.<\/span>\u00a0<\/span><\/p>\n

Make Your Teaching More Engaging<\/span><\/b>\u00a0<\/span><\/h3>\n

Cavanagh (2019)<\/a> argues that \u201cengagement is the necessary first step for learning- which is one reason why efforts to enliven your classroom can\u2019t be dismissed as empty entertainment.\u201d Make the purpose of engagement a means to monitor student understanding, uncover misconceptions or misunderstandings, and facilitate deeper processing of the content. Some general strategies include: <\/span><\/p>\n