Small Group Instructional Feedback

Small Group Instructional Feedback (SGIF) is a formative mid-course check-in process for gathering information from students on their learning experience. This process is designed to foster dialogue between students and instructors.

Benefits to Students and Instructors

  • Increases communication between students and the instructor
  • Heightens instructor awareness of student concerns
  • Instructor receives concrete information and personal support from a colleague
  • Student-generated suggestions can improve the teaching and learning within the course

The Process

Instructor-facilitator meeting –> Facilitated classroom interview –> Instructor-facilitator feedback session

  • The instructor will meet with a facilitator from CTLT to discuss course goals, and goals for the feedback session
  • The instructor will schedule a date, time and place for the classroom interview and the follow-up feedback session
  • On the predetermined day, the CTLT facilitator will conduct a 30-minute structured classroom interview with the students (the instructor will be absent during this time)
  • The facilitator will ask students to form groups of 4-6 people, and ask the group of students the following:
    • The major strengths of the course and areas of improvements
    • Suggestions for improvements and ways to make changes
    • General course feedback e.g., pace of learning, usefulness of textbook
  • The facilitator will help synthesize student feedback, and original student feedback is destroyed
  • Within a few days of the classroom interview, the instructor and CTLT facilitator will meet at the follow-up feedback session to review the students’ feedback, and discuss possible strategies for responding to the feedback
  • When the instructor returns to class, s/he will spend the first 5-10 minutes discussing and responding to the feedback, and outline possible changes or adaptations s/he will consider


Diamond, M. R. (2004). The usefulness of structured mid-term feedback as a catalyst for change in higher education classes. Active Learning in Higher Education, 5(3), 217-231.

Hurney, C. A., Harris, N. L., Bates Prins, S. C., & Kruck, S. E. (2014). The impact of a learner-centered, mid-semester course evaluation on students. Journal of Faculty Development, 28(3), 55.

Maurer, D. (2016). Small group instructional feedback: A student perspective of its impact on the teaching and learning environment (Ed.D.). George Fox University.


If you are interested in Small Group Instructional Feedback, please contact Isabeau Iqbal with the following information:

  • Name
  • Email
  • Department
  • Course
  • Preferred date and time for SGIF

Isabeau Iqbal, PhD
Educational Developer

Small Group Instructional Feedback (2016). Centre for Teaching, Learning and Technology. University of British Columbia.

  • This downloadable handout describes the SGIF process. It also provides a sample student feedback form that can be used during a classroom interview.

Arrange for a Midterm Class Interview (SGID). Center for Instructional Development and Research. University of Washington.

  • This resource provides reasons why an instructor should conduct a SGID, and the process that is involved in a midterm class interview.

GIFT – Group Instructional Feedback Technique (2010). Rogue Community College.

  • This resource outlines how the GIFT method works and why the process should be used in teaching and learning settings.