This study examined the effects of training and feedback on instructor performance of Discrete Trial Teaching (DTT) and support skills.
The IDEA diagnostic form provides student feedback to instructors on a number of items.
Thus, more comprehensive understandings related to influences on involvement, effects on learning, accessibility of feedback, and impacts on instructors could influence future implementations of TEFA and thus have important practice consequences and impacts on classroom teaching and learning environments.
While constructive student resistance may seem oxymoronic to some, it is described as including such student behaviors as asking challenging questions, offering suggested corrections, helping other students without request, and submitting constructive feedback for instructor improvement on evaluations.
Teacher-participants engaged in other formative and summative assessments such as "minute papers" about the direction of the course, peer editing and review sessions, classroom discussions received written feedback from instructors on essays on topics they selected and investigated, and made self-assessments of developing skills throughout the course (e.g., journaling).
Institute subject evaluations provide students with an avenue for feedback on their classes and instructors and give faculty and departments the opportunity to assess and improve their offerings.
For example, students could be asked to write meta-cognitive self-reflections and receive feedback on these documents from instructors.
In the second half of the workshop, each of the participants should teach at least one of the exercises to the group and get feedback on this from the instructor.
Students will benefit from peer, TA and instructor feedback on all presentations.
Instructor feedback on writing, with opportunities to put suggestions into practice.
