Student Interview Tool

This protocol provides insights into how your students experience learning

Use this protocol to:

  • Gain greater insight into why a student may not be making progress in a specific area
  • To understand students perspectives on how and what they are learning
  • To challenge assumptions about why students are not making progress
  • Build connection and rapport with students

Steps

  • Prep

    A space suitable for 1-1 student interviews. We suggest that you conduct student interviews as part of the regular lesson (often before, during or directly after a class). Select a sample of 2-3 students from within the target group. (As an extension you may also want to interview a student outside the target group to gain a comparison.)

  • Step 1

    Ask and listen (15 mins)
    Conduct 3 interviews and record notes. Time can vary but taking around 5 mins per interview is often sufficient. Some potential questions include:

    - How do you feel about what we are learning at the moment? (Be specific about the outcome area)
    - Why is it important?
    - How are you finding it?
    - When do you find that you struggle the most?
    - What do you believe would support you to make further progress?

    It is important to listen without judgement: the data that you gather from students may be the key to unlocking an approach or strategy that makes the difference to their learning. Using phrases such as “Tell me more about that...”, or “Can you give me an example?” can help students to extend their thinking.

  • Step 2

    Review the interview data (5 mins)
    Review the interview data and consider the following questions:

    - What does it tell you about your students?
    - Is there a common reason why students might not be progressing in this learning area?
    - Is there a difference between students in the target group and those outside the target group? If so what is it?
    - What are the implications for your teaching?

  • Step 3

    Share with the team (5 mins)
    Share insights and themes with other teams members at the next sprint meeting.
    - Present a summary of each student’s feedback to the group
    - Group responds with a “Yes, and…” prompt to outline what that means for the team’s teaching. This helps address a tendency to dismiss student feedback.

 

Inspired By: Key questions for learners in the Spirals of Inquiry model developed by Linda Kaser and Judy Halbert