Small Group Instructional Feedback sessions are designed to gather qualitative data from students about their learning experiences. For Learning Designers, Librarians, and Counsellors, a Small Group Feedback session can replace an SGIF and the process and purpose are the same. The process is designed to create opportunities for dialogue between instructors and students.
Completed before the mid-point of the term or intake, the SGIF results can be used by the instructor to impact students within the current session. Feedback gathered in this way is primarily for formative assessment purposes, providing important information for instructors to formulate a growth plan and to organize professional development activities to support that plan.
SGIF Information & Resources
The Peer Observer or SGIF Facilitator is responsible for maintaining the data and documents produced in a confidential manner until the end of the Academic Year (June 30th). At the end of the Academic Year (June 30th), documents related to the Observation or SGIF should be destroyed. It is the responsibility of the Faculty Member who receives a Peer Observation or SGIF to maintain his or her SGIF Report or Peer Observation Report long-term for use in the Year-End Package.
SGIFs at RDC focus on teaching and learning and are formative. This chart identifies the difference between formative and summative observations or reviews, and how this applies within current roles and expectations.
Formative and Summative: what is the relationship?
This document details the process of the SGIF and contains a checklist. SGIF Facilitators and faculty who are receiving SGIFs should be familiar with this document.
Please note, this document is subject to change. Check back frequently for changes marked in bold.
The new model of SGIF at Red Deer College utilizes an Appreciative Inquiry model as the foundation; the Centre for Appreciative Inquiry has an excellent overview of this system.
For further discussion, we would recommend: Jeanie Cockell and Joan McArthur-Blair, Appreciative Inquiry in Higher Education: A Transformative Force (Jossey-Bass, 2012).
Reading Giles, D., & Kung, S. (2010). Using appreciative inquiry to explore the professional practice of a lecturer in higher education: Moving towards life-centric practice. Australian Journal of Adult Learning, 50(2), 308-322.
Learner-Centred Teaching, Lesson Plans, and Course Outcomes
This links to the CTL website and numerous resources for learner-centered practice.
- Engage students in learning
- Teach students how to learn
- Encourage student reflection
- Motivate students by sharing power
- Encourage collaboration
Attached below are several Lesson Plan templates offered for use during Introduction to Teaching and Learning (ITL). Participants are also free to use other formats.
Resource: This website includes information on Effective Lesson Planning specific to Higher Education: http://www.crlt.umich.edu/gsis/p2_5
SGIF Training Sessions
This area contains resources to assist you in your role as an SGIF Facilitator.
Facilitators of SGIF will be able to:
- Create a climate for learning and teaching development through mentoring.
- Discuss and model learner-centred principles and practices.
- Facilitate appreciative approaches in gathering small group instructional feedback.
- Support open, respectful and meaningful classroom conversations.
- Synthesize student feedback into clear and detailed reports.
- Engage faculty in a self-reflective process.
In Google Drive, you can view the Presentation that will be used in the 2014-2015 SGIF Training Sessions. This Presentation is Live in Google Drive and will be updated and revised prior to each Training Session.
During each facilitation, the SGIF Facilitator should show the following slides to the class to frame the SGIF. This Presentation is hosted live in Google Drive. Anyone with the link can view it so you can use this link to show the Presentation to students during the SGIF. Alternatively, you can copy the information (from here or from the SGIF Process document) and present it in another format to students.
Most facilitators capture the data during an SGIF in an electronic format (e.g. with an open Word Document projected on the screen, they type the student feedback into the Word Document so all members of the class can see it.
Alternatively, you can use a form (such as a Google Form) to collect information. In this system, students would brainstorm in groups (as they normally would) using paper and pen, they would then use a link to a Google Form to submit their group’s answers. Once every group has submitted their form, the Facilitator would open the resulting Google Spreadsheet on screen and continue facilitating the SGIF as s/he normally would. If you are interested in using a Google Form for an SGIF facilitation, please contact the CTL for examples.
- Click here to view a list of the SGIF Facilitators.