Summary

This wellbeing pedagogy was developed in the context of the Master’s in Public Health’s module on Public Mental Health, which was offered over the course of five face to face days with subsequent self directed learning. At the end of each day students are asked to complete a feedback sheet with regard to the days teaching.

On the feedback sheet – either paper or could be digital - there are four boxes headed: Liked, Disliked, Insights, Queries.

The tutor collects these from students at the end of each day and looks through them. At the first session the next day queries are responded to and dislikes acknowledged and any remedial action that could be take is mentioned.

Theory

This feedback provides students with the opportunity to summarise their deep learning from the day which helps with their recall. It provides the tutor with immediate indications of confusion or lack of clarity in the materials offered and the possibility to rectify. It also provides the tutor with immediate feedback of what is pleasing to the students and what they dislike. Asking for their feedback in this way together with immediate comment creates a sense that the tutor cares about the student’s experience even if the ‘dislike’ eg – hot and stuffy room – cannot be changed.

Measurable Benefits

• Student’s feel that the tutor cares about their experience of the course.
• Students reinforce the deep learning they have had from the day’s teaching.
• Issues which are causing problems may be modified and misunderstandings or lack of clarity addressed as it arises.

How it Works

1. Ask for engagement in the activity. Do not require this.
2. Present the evaluation sheet.
3. Explain to the student that they can include their student ID or name if they want to but not if they don’t.
4. Respond to what students have written the next day

Individual Perspective

The pedagogy is very simple to implement and also very rewarding to receive. When students acknowledge and can articulate the insights they have had from your teaching it feels good. It has helped to provide the very positive reception this course gets from students.

Supporting Example: Dr Elisabeth Blagrove

Summary: Use of Post-it Notes

I try hard to be seen as approachable and accessible, but often my students will not ask questions about/give feedback on my modules during their delivery. I have emphasized that this is the best way to tackle ‘niggling’ issues as they arise (i.e., issues that are flagged typically in end-of-module feedback) and to co-create our learning environment…still students seem reluctant to engage. By implementing a simple, ‘old school’, anonymous feedback mechanism that enables students to ask questions/make comments every week, I see increased levels of engagement, discussion/resolution of concerns and issues, resulting in enhanced ‘community’ within each module cohort.

How it Works

• Inform students of feedback mechanism at the start of the module (in multiple channels; i.e., in class, on moodle, in module forums etc.
• Create a receptacle for the comments (enabling some anonymity/privacy to be preserved)* v
• Provide materials for giving feedback (e.g., selection of post-it notes and pens, alongside the box so students don’t have to remember their own!)
• Bring to class each week, and feedback on i) the process (i.e., thanking students for engaging) and ii) the issues raised.

*I had lots of fun decorating a wooden ‘tissue box’ bought cheaply online. Students (and colleagues!) laugh at this (it’s brightly coloured and covered in glitter)- but nobody forgets about it and its very distinctive within the classroom.

Practical Example

I presented this in class in the first lecture of the module; with a slide to remind students of the process (its rationale, operation etc.). I had a steady flow of comments, ranging from compliments on a particular lecture, to queries about the reading for a particular week- and a comment about my lecture presentation style (specifically, what I put on my slides). This last example enabled me to explain the pedagogical reasons behind my decisions on this issue - without letting the issue escalate (i.e., students getting frustrated etc.) or having to wait until the end of the module.

Additional Information

This idea came from two sources. Firstly, it seemed to be an appropriate response to some of the comments that were being brought to SSLC meetings- where it became apparent mid-module/ongoing feedback could have resolved issues much earlier in the module delivery.

Secondly, there had been some discussion at our UG Studies committee around the utility of mid-module feedback, and colleagues had been divided on its usefulness and methods of implementation (e.g., trade-off between effort/payback, confidentiality, engagement etc.).

This choice acted as both a pilot for future mid-module feedback mechanisms, and also low-resource, high potential return strategy for increasing student engagement, satisfaction and community cohesion.

Individual Perspective

This worked particularly well for me- especially in respect of my own well-being. I found lack of student engagement (and unwillingness to co-create) frustrating and distracting, i.e., in terms of my own aims for a given module and improving the quality of the learning experience. This small teaching ‘device’ enabled me to tackle the issue directly, using my own sense of humour and enjoyment of the learning environment.

Additional Resources

A selection of HEA resources on issues around student feedback: https://www.advance-he.ac.uk/knowledge-hub

Student Feedback

This quote was made by a student during the interview stages of the project. After gathering pedagogies such as this one, we described them to a pair of peers and asked them to reflect on the efficacy, potential and impact in the teaching and learning environment.

• "Any situation where teachers and students are in open dialogue is mutually beneficial. Outstanding lecturers are those who build a relationship with their students i.e. constantly asking for feedback, bringing students and teachers together. This encapsulates the attitude that it’s ok to ask and receive feedback, that way there is mutual respect which will always have a constructive impact"