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Early Feedback: Enhancing Teaching and Learning

Gathering early feedback is a proactive way to improve the learning experience for both instructors and students. By collecting feedback in the first few weeks or mid-semester, instructors can make timely adjustments to teaching methods, course content, or activities, leading to better outcomes, increased engagement, and more responsive teaching.

What is Early Feedback?

Early feedback refers to gathering insights into students’ learning experiences within the first few weeks or at the midpoint of a course. It allows instructors to assess how well students are engaging with the material, methods, and activities and to implement meaningful changes while the course is ongoing.

Key Characteristics of Early Feedback

• Timing: Collected during the first 2–4 weeks of the semester or at midterm.
• Purpose: Focuses on understanding and improving the learning process, not just evaluating outcomes.
• Techniques: Often involves quick, informal methods such as Classroom Assessment Techniques (CATs) or .

CATs and LATs provide structured approaches to gathering actionable insights. LATs, for example, integrate learning goals, activities, and outcomes into a cohesive feedback loop that benefits both students and instructors.

Why is Early Feedback Important?

Early feedback serves a dual purpose, benefiting both students and instructors:

• Empowers �鶹��Ժ: Gives learners a voice in shaping their educational experience. It allows them to reflect on their progress, identify challenges, and suggest improvements.
• Supports Instructors: Provides a timely opportunity to adjust teaching strategies, clarify expectations, and improve course alignment with learning objectives.

By acting on early feedback, instructors can create a more inclusive and effective learning environment, improving both student outcomes and satisfaction.

How to Gather Early Feedback

1. Use

LATs offer evidence-based methods to align learning goals, activities, and assessments. They help instructors understand student progress and adjust strategies in real-time.

Steps to Use a LAT:

1. Identify Learning Goals: Define the overall purpose of the course or a specific unit.
2. Implement Activities: Use targeted exercises to help students achieve these goals.
3. Analyze Results: Review feedback to understand student progress and identify areas for improvement.

2. Understand Key Terms

Barkley and Major (2016) define the essential elements of effective teaching as follows:

• Learning Goals: These provide the big-picture purpose of the course. Think of them as the roadmap.
• Learning Objectives: These are the specific skills, behaviors, or attitudes students need to develop to reach the learning goals. They are the road that gets you to the destination.
• Learning Outcomes: These represent the measurable results that show whether the goals have been achieved. They are the destination.
• Activities: These are the steps or resources (vehicles) that help students reach their objectives.
• Assessments: These measure how well students have achieved the outcomes and help instructors gauge the effectiveness of their teaching.

3. Techniques for Gathering Feedback

• Classroom Assessment Techniques (CATs):
  • Minute papers: Ask students to write the most important thing they’ve learned and any questions they have.
  • Muddiest point: Have students identify the concept they find most confusing.
  • Concept maps: Ask students to visually map relationships between ideas.
• Surveys:
  • Use anonymous surveys through tools like Google Forms or Canvas to gather feedback on specific aspects of the course.
• Activities:
  • Include that prompt reflection, such as group discussions or peer assessments.
• 
  Ragupathi’s methods focus on gathering quick, actionable student feedback early or mid-semester. These include:
  • Simple Questions: Target specific aspects like course content, engagement, or workload (e.g., “What’s working well?”).
  • Anonymity: Use tools like Google Forms or Canvas quizzes for honest responses.
  • Multiple Channels: Collect feedback via in-class activities, online surveys, or group discussions.
  • Quick Analysis: Designed for fast review to identify trends and make timely adjustments.

What to Do With Feedback

Once you’ve collected feedback, the next step is to analyze and act on it. This process involves several stages:

1. Review and Reflect

• Look for common themes in student responses.
• Identify areas for improvement, such as clarifying expectations or diversifying instructional methods.
• Keep an eye out for recurring issues that might indicate systemic challenges.

2. Process Emotions

• Acknowledge the effort you’ve put into creating your course, but approach feedback with an open mind.
• Separate your personal feelings from the students’ responses to avoid defensiveness.

3. Communicate with �鶹��Ժ

• Share how their feedback is being used to make changes.
• Clarify responses if necessary and explain why some suggestions might not be feasible.
• Reinforce the idea that their feedback is valued and contributes to a better learning experience.

4. Take Action

• Implement changes that are manageable within the current semester, such as adjusting pacing, modifying assignments, or providing additional resources.
• Use the feedback to create a more responsive and inclusive learning environment.
• Seek guidance from the CTL team for additional support and strategies.

Examples of Feedback in Action

• Example 1: �鶹��Ժ report that lectures are too fast-paced. The instructor adjusts by incorporating short pauses for reflection or discussion during class.
• Example 2: Feedback highlights that students find a particular concept confusing. The instructor provides additional resources or dedicates extra class time to review the material.
• Example 3: Responses indicate that students feel disconnected in a large class. The instructor introduces more interactive activities, like group discussions or peer reviews.

Why Early Feedback Works

Early feedback focuses on creating a collaborative and adaptive learning environment. By addressing issues in real-time, instructors can improve both teaching practices and student experiences. This approach fosters trust, inclusivity, and a stronger sense of belonging in the classroom.

Pro Tip

Think of early feedback as a tool for growth, not judgment. Use it to refine your teaching strategies, enhance course design, and empower your students to take an active role in their learning journey.

Visit the CTL Website for resources, examples, and personalized support.