Small Group Instructional Feedback (SGIF)

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What is the SGIF? 

SGIF is a formative mid-course check-in process for gathering information from students on their learning experience. The process is designed to foster communication and dialogue between students and instructors so that learning objectives and outcomes can be met successfully.

Educational Value

SGIF offers faculty:

SGIF provides student with an opportunity to:

  • a low risk opportunity to measure how their instructional planning and teaching techniques are working
  • a feedback opportunity before regular end of semester faculty evaluation (Class Climate survey)
  • a mechanism for gauging student responses to instructional changes or innovations
  • a facilitated mechanism to open a dialogue on learning with students
  • have their voice be heard
  • reflect on their role in the learning process
  • present their thoughts on what works or doesn’t work in the course/class
  • suggest changes or improvements to the course

Getting Started

Fill out the request form for an SGIF to:

  • set up a consultation meeting (or phone call or video conference)
  • review the process
  • identify any specific areas for feedback
  • establish times and dates for the class session

 --- Click here for SGIF Request Form ---

More Information

The SGIF is a three-phase process.

Click here to enlarge
sgif process

  1. A facilitator – instructor consultation meeting
  2. A facilitated classroom event where small group of students discuss and build consensus on 3 questions focused on the learning experience 
      • What do you like about this course?
      • What suggestions do you have that could help your learning?
      • What other comments do you have about the learning environment?
  3. A post classroom debrief between facilitator and instructor to review SGIF results

Benefits

Student and instructor response to the SGIF have been positive. Students have expressed greater satisfaction with the SGIF
method than with the traditional evaluation form at the end of the term. They appreciate the teacher's awareness of student concerns and the mid-course timing, which provides opportunity for changes to affect them. Instructors appreciate the personal interaction & supportive interpretation by a colleague, as well as the data, which are helpful in considering changes.

 * SGIF currently focuses on face-to-face classes. For feedback on blended and fully online courses, please contact the ILC for a consultation.

References

  • Diamond, Miriam Rosalyn. (2004), The Usefulness of structured mid-term feedback as a catalyst for change in higher education classes. Active Learning in Higher Education; Nov2004, Vol. 5 Issue 3, p217-231, 15p.
  • Millis, B. (1999). Three practical strategies for peer consultations. New Directions for Teaching and Learning, 79, 19-28.
  • Crow, R., McGinty, D., LeBaron, J. (2008). The Online Small Group Analysis (OSAG): Adapting a Tested Formative Assessment Technique for Online Teaching. MountainRise, the International Journal of Scholarship of Teaching and Learning, Summer (1-19).
  • Small group instructional diagnosis (SGID) (n.d.). Retrieved from http://www.units.miamioh.edu/sgid/
  • Small group instructional feedback. (n.d.). Retrieved from http://www.cid.vcc.ca/development-guides/SGIF.pdf