As educators, we are constantly seeking ways to enhance our teaching practices and create a positive impact on our students. In this case study, we delve into how student surveys have become a key pillar of great teaching at Eltham College. We caught up with Simon Whittaker, Director of Studies and Physics Teacher, to find out about the power of student feedback.
What motivated you to use the student surveys?
“I have always been a keen advocate for student voice. As a Director of Studies, I am drawn to what we can quantify, and measurable impacts. Using the student surveys as part of the Great Teaching Toolkit at Eltham College continues to support our ethos of keeping teaching and learning at the forefront of what we do. The surveys provide a well-researched set of questions, written in a way that is accessible for the students at various levels. They provide a vehicle to investigate how we want to develop ourselves as teachers. Our ethos is clearly that it isn’t that we as teachers are not good enough, but if we continue to recognise that we have more to learn then there is no limit to what we can achieve. Those teachers who feel that they are constantly developing are the ones that will take the next steps, bringing the best out of their classes and supporting the entire school community to be the best they can.”
How have you used the surveys in Science at Eltham College?
“We use the dimensions and the individual elements within to pinpoint aspects of pedagogy that we want to personally develop within our own teaching, based on personal curiosity, experience and departmental development needs. This allows us to set targets and action points within those so that we can then make progress. I aim to use the surveys early in the year, then later in the year to assess the impact of the changes I have implemented.”
Figure 1: Student survey data based on Dimension 4: Activating hard thinking
You selected students at the start of their secondary education (Year 7) and those coming to an end (Year 13). What made you choose these groups?
“For Year 7, I was interested in students’ previous science experience. Joining us from various primary schools, many had not necessarily studied the subject in as much depth as those from our Junior School. So introducing more complex ideas with less background to reply upon was likely to be a barrier to learning. The Element 4.2: Explaining survey allowed me to investigate this in more detail, confirming that a greater emphasis on certain key concepts, returning to them regularly, was likely to lead to significant gains. Rather than changing my planning wholesale, I made what I was already doing to support the class far more explicit, with markers added into work to indicate key concepts. Just months later, this same survey resulted in a significantly improved response – I was pleased to see that my students were more confident based on subtle adjustments in what I was emphasising in my teaching, and their outcomes matched this.”
“For Year 13, I wanted to understand how my students were better able to recall and apply their gained knowledge. Repeated exposure to and practise of the same ideas builds long term memory, confidence and ultimate success. I was drawn to the survey on Embedding (Element 4.5). From the students’ point of view, I scored comparatively lower on the aspect of returning to ideas in later lessons. Discussions with colleagues led to me creating a series of ‘do now’ activities which focussed specifically on this for lesson pre-starters. And being explicit with the class about what I was aiming to achieve with them allowed them to make the gains I wanted, building capability and confidence. I have subsequently implemented this initiative with other years, sharing resources within the department. “
Figure 2: Student survey data based on Dimension 4, Element 2: Explaining
What advice would you give to teachers who are hesitant to use the surveys?
“The surveys are a tool to provide insights from a student point of view. Find a way of comfortably using the surveys in a way that is supportive and developmental. Working with a colleague or line manager to pinpoint those aspects of teaching and learning that overlap personal interest and departmental need, are likely to yield success.
The Eltham College framework for continuing professional development encourages the sharing of what we have learned. Improvement is fundamentally collaborative, and this has helped to create a culture of openness and learning in the staff room. I have not been to one of our professional learning community meetings without having new ideas to try or adapt within my own teaching. We share what we are trying to achieve, building a bank of knowledge and develop teaching excellence. The surveys are a step along the way, highlight aspects of teaching that we might already have been aware of, but creating a way to measure success. It is the small incremental changes that will make the biggest difference.”
What do you think your results will look like? Find out more about student surveys here.
