According to author Stephen Brookfield, “The only way we can become aware of our assumptions, particularly one’s we’ve missed or never been aware of…is to see ourselves from unfamiliar angles” (Brookfield, 2017, p. 61).  Collecting feedback on our teaching involves seeking out constructive thoughts from our peers and students while consulting the literature on the science of teaching and learning to inform and enhance our practice. Experienced, skilled teachers continue to reflect on and gain insights about their teaching so that they can remain agile in a dynamic classroom environment. 

Some feedback collection methods are more effective than others. Through exploring the many available resources on this important topic, we can begin to carve out what collection practices work best for our unique classroom circumstances.  
 
Additionally, studies show that student participation in this process is highly dependent on the degree to which students feel their feedback will impact their classroom experience. (Caulfield, 2007). Effective feedback depends, therefore, not only on collecting it but also on responding to it. 

• Class Observation: Receive formative feedback from a CTSE team member who will visit one of your classes and then share their observations and insights in a follow-up discussion. 

• Early Feedback Survey: Collect anonymous student feedback with a Keep, Stop, Start survey. Meet with a CTSE team member to review the feedback and discuss what you might change now, what you might change in future semesters, and what you might not be able to change. 

• Peer Observation: Partner with a colleague to visit one another’s classes and share feedback and insights through this collegial exchange. 

• Self-Assessment: Reflect on your teaching through systematic self-reflection. Share your thoughts with a teaching specialist to gain additional insights and perspectives. 

If you are interested in exploring more about this topic, we suggest the following resources:  

• Benefits of Talking with Students about Mid-Course Evaluations - A short Faculty Focus article by Maryellen Weimer, PhD 
• A Short Guide to the Work of Stephen Brookfield - Western Sydney University - Glenn Mason  
• Payette, P. R., & Brown, M. K. (January 2018). Gathering mid-semester feedback: Three variations to improve instruction. IDEA Paper #67. 

Brookfield, Stephen D. (2017). Becoming a Critically Reflective Teacher, Second Edition. 2nd ed. Jossey-Bass. Available in the CTSE Lending Library

Caulfield, J. (2007). What motivates students to provide feedback to teachers about teaching and learning? An expectancy theory perspective. International Journal for the Scholarship of Teaching and Learning, 1(1). https://doi.org/10.20429/ijsotl.2007.010107 

Marsha C. Lovett, Michael W. Bridges, Michele DiPietro, Susan A. Ambrose, & Marie K. Norman. (2023). How Learning Works: Eight Research-Based Principles for Smart Teaching. Jossey-Bass. Available in the CTSE Lending Library