Soliciting student feedback biweekly not only enables the instructor to adjust course but additionally perhaps nudges each student to reflect on their own progress throughout. Thank you for sharing your Five Question Summary survey and the reasoning behind it. It might be particularly well suited to supporting the type of reflection that further supports persevering particularly for students who have a tendency to respond better to outer, as opposed to inner, expectations.
Soliciting student feedback biweekly not only enables the instructor to adjust course but additionally perhaps nudges each student to reflect on their own progress throughout. Thank you for sharing your Five Question Summary survey and the reasoning behind it. It might be particularly well suited to supporting the type of reflection that further supports persevering particularly for students who have a tendency to respond better to outer, as opposed to inner, expectations.
Jung, L. A. (2017) How to keep mutiny from sinking your change effort. "Educational Leadership," 74, 28-32 https://www.ascd.org/el/articles/how-to-keep-mutiny-from-sinking-your-change-effort
Reeves, D. (n.d.) "The myth of buy-in. https://static1.squarespace.com/static/56a6ae1c22482e2f99869834/t/52c2d57af758d-46dc8b0efec6/156475442387/Reeves+The+Myth+of+Buy-In.pdf
Douglas Reeves, Lee Ann Jung and others say that we don't want/need buy in, what we need is "disagree but commit."
Could you share a link to an example?