ИСТИНА

Every teacher knows reflection and student feedback are important. But what exactly qualifies as student feedback? And in what ways can we harness the information in student feedback to help drive our own reflective process? While anonymous student surveys at the halfway and end points of a course can be an important avenue for gathering student opinions, this presentation will explore alternative feedback methods including peer interviews, narrative genre journal entries, and the use of social media. By expanding the ways in which we integrate student feedback throughout a course, it is possible to collect a wider variety of information about how students see their learning environment and development as members within a learning community. In addition, creating a space in which students are able to identify and communicate more than just the positive and negative aspects of a class allows teachers to better reflect on their own teaching practices in order to develop the qualities of a reflective teacher as described by Dewey (1933): open minded, direct, wholehearted, and responsible. In this presentation, through a series of interactive tasks culminating in a group discussion, participants will, by the end of the session, be able to select a method of collecting feedback suitable for their own context as well as find ways to expand the role that student feedback can play in their own reflective processes.