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We do quarterly reading surveys to process what students have read over the quarter and have them rate the books. We ask questions such as what was the most challenging book, what goals do you have, what can we do to help facilitate your reading, and what motivates you to read. They evaluate how they see themselves as a reader and how they are growing.

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I used Google Forms to create a survey for my PGP to get feedback on the various ways students prefer to communicate and participate in academic conversations during class. The feedback I received was very helpful in creating my action plan for how to increase academic conversations as well as to help students feel more comfortable and know that I am receptive and caring to their concerns. The survey made me approach teaching certain things in more creative, flexible ways than the standard.

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I used a student survey in all of my orchestra classes after their Winter Concert, as a way to see what they thought of their own performances. I found this very helpful, especially with a question on one aspect or skill that they would like to improve upon. In the end I was pleasantly surprised with the consistency with my 6th grade students answers, and how much that matched with my own goals with each section of orchestra.

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I use student surveys at the end of each class I teach so that I can find out how to improve the class for next year.  Some of the feedback I received from last year's Energy & the Environment students was that they did not want as much emphasis on points if a project was successful or not.  So, I've changed the rubrics on projects to include points on reflection on the project such as what would they do differently, how did their project compare to others, etc.  Here is an ex:

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One of the requirements of being on PGP is that you need to have a student survey. Since our building's focus is on regard for student perspectives, I used a Google Form to survey my 6th grade art classes about prior art knowledge and student perspectives in art.  Students answered on a scale of 1-5 their confidence and skill levels in art. They were also asked open ended questions about the elements of art in order for me to know what they already know and how to prepare for future lessons. After looking after the scale questions, I was surprised that a lot of students did not have prior knowledge of many art concepts. I was also surprised how many students said that they were engaged in critical thinking during art class. When I give this survey again at the end of the semester, I would probably reword some of the questions to make it more student friendly.

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The first week of school I used two surveys to get to know my students. The first, called 3 Things allowed the students to share random facts about things they liked and how they spent their time outside of school. This was more lighthearted and allowed me to start building relationships quickly by asking followup questions so the students would share more details. The next was a Reader Survey that came from Pernille Ripp. This survey got into more of the aspects of reading and helped me identify how the students currently view themselves as readers. Paired with the 3 Things survey it has been easier to help students connect to books they find interesting and are more likely to finish.

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I have used the Google Forms in both my anxiety/stress management group and for our Mental Health PLC.  With group students will record their stress levels from the week as well as what coping they used throughout the week.  I can get the results and see how things have gone from week to week.  It has helped to spark discussions in group and has helped students to externalize their worries.

For our PLC we needed to find a way to gather data on student's advocacy skills.  The survey will help us to get an idea of how students ask for help, when it's difficult to seek out this help, and how we are doing in helping them improve those skills.

PLC SurveyGroup Survey

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I have started using Google Forms (GF) with my students each time we meet individually during social work time to see how they are feeling. It has been interesting as sometimes they verbally share that things are going well with no concerns yet when they complete the survey for me they communicate something different.

In creating the survey GF seemed to be easy to navigate. I was unsure if the students would feel comfortable with entering information about themselves. I have made adjustments to wording and questions as I feel there is a need.

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I used a sample Google Forms survey Laura Willis shared (with a few modifications) to gather feedback as I began the PGP process this year. The survey asked students about how they learn, don't learn, and activities that are especially engaging. It also had questions related to classroom atmosphere, perceptions of me as a teacher, and perceptions of how our classroom functions. At the end, it asks their favorite part of this class.

This feedback was a great baseline for a month into the school year. It's also helping me reflect on how students feel I've built relationships and set up our classroom so far this year. I'm using this feedback to set personal goals for the year as well as considering learning styles/preferences while planning lessons/activities.

It's a bit of a risk asking some questions that could be less than preferred feedback, but I think it also shows my students that I value their opinions and shows some of the things I value in our classroom. I plan to do a version of the survey later in the year to see if perceptions have change and get feedback on how students feel activities/lessons have helped them learn.