Thriving in Academe

Making Classroom Interviews Productive
"O wad some Power the giftie gie us/ To see oursels as others see us!"

More than 15 years ago, a research study showed us the value of using the Group Instructional Feedback Technique or GIFT—then called Small Group Instructional Diagnosis.

In this early study of student opinions about instruction, Wulff, Staton-Spicer, Hess, and Nyquist (1985) reported that students preferred the SGID procedure over end-of-term student ratings because of the timing, quality of feedback, oral exchange of information, and personal approach involved.

We have certainly found this to be true at Southern Illinois University Edwardsville. Not only do students want to make suggestions that may enhance their own learning, but faculty members are also interested in how students are responding to a particular course while reasonable changes can still be made to improve teaching and learning.

What follows in an introduction to the Group Instructional Feedback Technique. Note that GIFT works especially well when two professors who know and trust each other are trained to interview each other's classes.

The Pre-Interview Meeting
The process begins with a conversation between colleagues. Prior to visiting a professor's class, the "visiting assessor" or interviewer and the professor seeking the service engage in a pre-interview meeting to discuss the class.

It helps for the interviewer to know as much as possible about the class before the actual interview. Some of the things the interviewer should know include the goals of the course and the specific class session he or she will be attending, the syllabus design, course prerequisites, pedagogical techniques, and how electronic and Web resources are being used. This helps the interviewer to become acquainted with the focus of the class.

During the pre-interview meeting, it is also important to discuss the actual questions the interviewer will pose to the class, keeping in mind that the purpose of the exercise is to address issues pertinent to student learning.

The interviewer should not stray beyond the questions the host professor wishes to investigate. In fact, the interviewer should avoid any areas that the host professor does not want to explore.

Some questions the interviewer might pose to the students are:

• What aspects of the course assist you in learning? That is, what should the professor retain or emphasize?
• What aspects of the course environment hinder your learning?
• Give some suggestions to improve the learning environment of the course.
• Has this course been what you expected when you signed up for a course entitled _______________?

Explain.

Focus the questions on student learning and on the learning environment, not on individual teaching styles. The GIFT is not intended to be a critique of teaching mannerisms. In addition, the first question should emphasize the positive, not the negative.

After the initial interview, the professor and the interviewer set up a date for the classroom visit, which typically takes about 35-40 minutes. Exactly how much time it takes depends on the size of the class and the number of questions being asked.

It is best to do the GIFT close to mid-semester or at a point when the students have enough time invested in the course to really add valuable input. Doing it too late in the semester may diminish the students' interest in the process, since they may think it can no longer benefit them.

The pre-interview meeting should be informative, but it can also be festive. Discussing the procedure over lunch has its perks!

The Classroom Interview
At the beginning of the class period, the visiting colleague is introduced, and the host professor exits. The students are briefed on the process and are assured of the anonymous nature of the activity. It is also important to tell students that their professor has requested this visit.

Students are asked to assemble into groups of four or five, depending on the size of the class. The interviewer asks the appropriate questions and gives the students five minutes or so to discuss their answers to each question before recording them.

After the students have discussed the answers as a group, one person is asked to give the the collective response. The evaluator asks for one response from each group and records the responses on an overhead, chalkboard, or Elmo document camera for the whole class to view.

Each group presents its findings until all of the responses are made. It is important to the process to limit responses to group responses. This prevents vocal students from dominating.

The interviewer may need to probe for examples and explanations of comments that need further clarification. This will help later when assembling the written documentation of the visit for the faculty member. It is also important to estimate the percentages of students who agree with each response so overall perceptions can be reported reasonably accurately.

We also advise that interviewers collect the written responses, which they can then use as a guide when typing up the final document for the professor. Interviewers should assure the students that their written responses are for reporting purposes only, and you will destroy them as soon as the document is finished.

These written responses can help further clarify points as
needed. Quite often students give examples in writing that they did not bring up during the session because of time constraints.

The Post-Interview Visit and Follow-up
The feedback session between the interviewer and host professor is invariably one of the most valuable features of the GIFT, not only for the instructor but also for the interviewer.

This session provides an opportunity to discuss how the students' perceptions are reflected in their behavior. It also gives both parties a chance to discuss creative pedagogical techniques and to learn from one another's experiences.

Following the feedback session, the interviewer needs to provide a thoughtful and scholarly written report so the host professor will be able to address the concerns as well as thank students for their comments.

If the host professor wishes, the interviewer's report can be included in his/her promotion, merit, or tenure dossier. The power of using the GIFT report in this way is amplified if the host professor writes a scholarly essay that reflects on the report and charts a pathway for improvement. Again, use of the GIFT for such purposes should be voluntary.

The host professor needs to address the points made during the interview as soon as as possible upon returning to the classroom and the students. The professor should also discuss any changes that might be incorporated as a result of the process, as well as reasons why some of the changes aren't possible.

We recommend the Group Instrutional Feedback Technique to all faculty. It can indeed make a difference in the culture of teaching in your classroom and at your institution.

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