Reflective Practice

Here I give some evidence of how I use reflective practice to receive feedback from students, peers, colleagues, and other faculty. This helps me develop my teaching and stay sharp.

[Figure 0]
My students do "muddiest points" so they have the opportunity to ask questions and let me know what aspects of the course are confusing to them. This is a great way to get feedback and responses from all students, especially those who are shy and prefer not to ask questions in front of their classmates. Muddiest points help me adjust my teaching and courses to make improvements.



[Figure 1]
I give my students (name optional) handouts with questions that prompt them to self-reflect and give feedback on the course and my instruction. Based on this information, I do my best to improve my courses and teaching. Moreover, such exercises aim to help students develop problem solving and metacognition by identifying personal learning barriers and evaluating their personal learning strategies, so perhaps they can adjust their own approach. For instance, students give me feedback on the in-class activities and identify the most challenging (or frustrating) parts of the course (see below).


My students also have the opportunity to pretend that they are the instructor of the course and suggest adjustments that they would make (see below). This is excellent feedback. If students say that some part of the course isn't helping their learning, then I do my best to make adjustments to accommodate their learning style. On the other hand, if students say that some part of the course is helpful to their learning, then I know to keep doing it.


[Figure 2]
In CS 121 I use Piazza to create polls so my students can vote on certain issues and give feedback that everyone can observe. For example, I use Piazza to vote on which in-class activities are most helpful to their learning (see below). From this, it became evident that most of my students feel that the in-class team activities (worksheets, short problems, whiteboard, etc.) and live coding demonstrations (we write the code together) are the most helpful, while none of them feel that the slides are the most helpful. Thus, I decided to adjust my teaching strategy by spending less in-class time doing slides and more in-class time doing team-activities and live coding demonstrations.



[Figure 3]
Occasionally I'll have colleagues observe my class and give me feedback so I can adjust my teaching (see below).



[Figure 4]
I've discovered that a Mid-Semester Assessment Protocals a.k.a. "MAP" can give useful feedback so I can adjust my teaching (see below).