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Often you don’t realise a bit of feedback has been successful, until you get a reference request from a student you saw for one module, who says that the learning they got from interacting with you was pivotal in them answering a particular interview question

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In the run up to assignments, I offer students the chance to discuss their focus/topic with me by just haging around the lecture theatre. Can trouble shoot v easily.

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Having quiet words with particular students - especially those I know to have been disabled or experiencing mental health issues (I used to be a DLO) - offering tips, signposting etc. I’d always do this discreetly. But a few commented about how instrumental this had been.

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In the weeks before a deadline, I hang around at the end of lectures and discuss students' ideas about their assignments. They are often a bit off focus - too narrow/not quite meeting the assignment brief/misinterpreted a comment I make. I can 'catch' potential issues that might lose them marks easily and quickly. 

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In the weeks before a deadline, I hang around at the end of lectures and discuss students' ideas about their assignments. They are often a bit off focus - too narrow/not quite meeting the assignment brief/misinterpreted a comment I make. I can 'catch' potential issues that might lose them marks easily and quickly. 

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you know that thing you just did? Don't do that!

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Those WERE the droids you were looking fir

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Those WERE the droids you were looking fir

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When you have less able students and give constant feedback to help them almost to the point of nagging. Then you meet them in a pub and they thank you for your nagging because they were able to act on the feedback and be successful - persistence pays off!

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Meeting a student for a 1:1 study skills appointment at 301, who booked to talk about essay structure but ended up expressing worries that they were not good enough to be at Uni and that they were going to fail everything.  A conversation about working hard to get to Uni and belonging here, ended up being more helpful han essay advice as the student needed this more at the time.

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I guess 'successful informal' feedback potentially falls within the realm of 'unknown unknowns' ... you don't know you're offering the pearl of wisdom (a different pearl for each different learner) and (whether they recognise they're receiving it at that point or not), they generally don't tell you then (or mostly ever). So perhaps the incentive here is to maximise opportunities for conversation (dialogue) in class at a regularly as possible - hard wire them in - rather than seeing this as a loss of opportunity for 'delivering content'.

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Unprompted above-and-beyond feedback from external partners 

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Unprompted above-and-beyond feedback from external partners 

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Some external project partners on our modules have gone off brief and engaged very directly with specific students/groups around particular aspects of their projects. This is often simply serendipity, but is to an extent influenced by how well we as teachers manage our relationship with our partners.

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What about the informal feedback students are getting from elsewhere - their peer groups, their families, workmates, communities..? Whether on their work, or the very fact of their studying?

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I always try and be 'sheepdog / mopper-upper / dogsbody' on as many field visits as I can through the year. This provides a great opportunity to talk to students in a non-threatening environment.

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A mature female student in her 40s foundation year course in September 2018. She has a complicated family situation with the disabled partner and several children. She has health issues and is economically disadvantaged. We have a Facebook group for new starters on which the student started posting updates about her family problems, which could potentially be seen by the whole student and staff cohort. The student support manager met with the student about general support/welfare needs, but also mentioned in passing about Facebook post etiquette and the difficult crossover between personal/friendship/professional student behaviours. This resulted in the Student bursting into tears which prompted a useful conversation about boundaries and more appropriate ways to achieve student cohort integration.