There’s a powerful tool in the teacher's toolkit, and it uses something you have access to every day. Student feedback.
Student feedback done the right way is focused, asked in the moment, and concerned with uncovering how you can better support your students. In fact, it likely encompasses a range of activities you’re probably already doing.
Here are three types of student feedback every teacher should be regularly using in their classroom.
Exit tickets let you quickly and easily check how much of your lesson content has stuck.
Asking a question at the end of each class gives you a pulse check on who “got it” and who needs a bit of extra support. What’s more, exit tickets’ informal nature makes them a low stress “test” for students.
Ziplet offers some suggested questions you can use to check in with your students:
Ziplet makes it easy to ask a question in under 30 seconds, you can even schedule questions ahead of time.
Successful teaching is dependent on more than lesson content. Student wellbeing can have a significant impact on learning outcomes.
Asking the right questions can help uncover issues as they arise and open the possibility of solving them before there is a detrimental impact on learning.
Some Ziplet suggested questions include:
Asking students to reflect on the process of learning encourages them to think about the actions they should be taking to learn more effectively.
The following questions ask students about the process of learning and encourage them to consider what might help them learn more effectively.
Whilst student feedback might initially sound a little daunting, once you have a clear idea of the types of feedback you should be seeking it quickly becomes an essential tool for keeping students on track.
Try out some of the questions in your Ziplet account yourself, or sign up today for free.
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Culture impacts everything it touches. So how can schools use the power of feedback to improve school culture?
These 7 weekly questions help you keep track of student wellbeing, social development, and academic performance.