Feedback tools for small groups

Group size: all sizes

Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)

When? At the beginning, middle and end of the course

Format: online and in the classroom

Description: participants answer a question by raising a ‘ballot paper/traffic light card’.

Implementation: the method can be implemented in the following way:

1. The students receive three cards in one of the traffic light colours (red, yellow, green), which they can hold up to represent their views.
2. Students should use the cards to answer clearly formulated questions, which should clearly represent the opinion of the entire training group.
3. The traffic light cards can also be adequately analysed in case of difficulties or ambiguities in the work phases, so that help can be given immediately without distracting the group.
4. The teaching staff can adapt and modify the rest of the lesson based on the feedback received (direct/indirect).

Source: Rabenstein, R., Reichel, R. & Thanhoffer, M. (2014). Das Methoden-Set – 5 Bücher für Referenten und Seminarleiterinnen. Münster: Ökotopia Verlag.

Group size: small to medium

Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)

When? Mid-term

Format: in the classroom

Description and implementation: The following four questions are each written on a poster and hung up in the room:

• “What goals were achieved?”,
• “What went well?”,
• “What didn't go well?” and
• “Are there any suggestions for changes?”.

The participants take turns writing down their answers to all of the questions. It is advisable to take a 15-minute break to complete the questions and ask the participants to take 5 minutes during this time to write down their own statements. There is then a joint discussion after the break.

Source: Brinker, Tobina; Schumacher, Eva-Maria: Befähigen statt belehren. Neue Lehr- und Lernkultur an Hochschulen. Bern: hep Verlag, 2014, Methodenkarte 21

Group size: seminar groups of 1-8 people

Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.) and learning (feedback on the students' learning process, e.g. prior knowledge and experience; questions and challenges; eye openers; short comprehension tests, etc.)

When? At the end of the course

Format: in the classroom

Description and implementation: 

Template for feedback discussions (only available in German) in courses with fewer participants

Group size: all sizes

Feedback: learning (feedback on the students' learning process, e.g. prior knowledge and experience; questions and challenges; eye openers; short comprehension tests, etc.)

When? Mid-term, at the end of the course

Format: online and in the classroom

Description: The one-minute paper is used to record learning outcomes and open questions from students. Students actively engage with the content of the course. Possible questions:

• What questions about the topic do you still have today?
• What is the most important takeaway for you from today's session?
• In what areas do you still need clarification or practice?
• How would you rate the order of events in today's session?

Implementation: The teaching staff writes two to three questions on the (digital) board or on a flip chart, and the participants answer the questions briefly (one minute) in writing.

Source: Vrabl, O. (2021). Die Kartentechnik: Das weiterentwickelte Minutenpapier zur Förderung wirksamer Lehr-/Lernprozesse. die hochschullehre 17/2021.

Group size: seminar groups of approximately 20 people

Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)

When? Mid-term, at the end of the course or semester

Format: in the classroom

Description and implementation: You will need a blackboard, flip chart or other type of medium to visualize [JW1] [CLP2] the questions or statements. Possible questions or statements:

• What helped you decide how to approach the topic?
• What practical references helped you better understand the topic?
• What was the most important aspect of today’s event for you?
• What I’m still unclear on is...

You can use the feedback on specific aspects of your event to help you plan future ones.

Source: lehreladen.rub.de/planung-durchfuehrung-kompetenzorientierter-lehre/theoretische-grundlagen/methoden/strukturiertes-blitzlicht/ (in German)

Group size: small groups

Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.) and learning (feedback on the students’ learning process, e.g. prior knowledge and experience; questions and challenges; eye openers; short comprehension tests, etc.)

When? At the end of the semester

Format: online and in the classroom

Description: This feedback method

• supports participants’ in individually reflecting on their learning process;
• offers a review of the content from the entire course;
• draws attention to which framework conditions and methods are conducive to learning, and which are not;
• gives the teacher differentiated feedback from the students.

Implementation: On a large piece of paper (flip chart), each participant maps out their personal learning curve over the entire course of the event. This serves as the basis for a subsequent evaluation discussion.

Group size: small to large (oral feedback, joint written or written feedback on a form is most suitable, depending on the size of the group)

Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)

When? At the end of the course

Format: in the classroom

Description and implementation: The students give feedback on the course using finger signs.

The finger signs are as follows:

1. Thumbs up: That was great.
2. Index finger: I met those goals.
3. Middle finger: I don’t like that/I didn’t like that.
4. Ring finger: That was my experience.
5. Pinkie finger: That wasn’t optimal.

The feedback can be filled in on a prepared worksheet, for example by drawing a hand and writing in the five feedback questions, or it can be called out verbally. The answers can be collected or discussed on the spot. Using a hand as a model makes this an easy-to-grasp feedback tool.

Source: Brinker, Tobina; Schumacher, Eva-Maria: Befähigen statt belehren. Bern: hep Verlag, 2014, p. 153.