Checking feedback and offering ideas

Speaker 1: (TO AUDIENCE) After every visit, teachers and group leaders have feedback meetings.

We discuss how they found the experience and anything they think we could improve.

(TO OTHER PEOPLE) How has your stay been?

Speaker 2: Brilliant, yeah. The kids loved it.

Speaker 1: Excellent.

Speaker 2: Fantastic.

Speaker 3: (TO AUDIENCE) I have received all of the feedback from the teachers and I will now share that with the team.

(TO OTHER PEOPLE) I just want you to cast your eyes over the scores, in particular the ones regarding the activities, especially trampolining basketball.

Speaker 4: Well, I notice on my one, the comments are really negative.

Speaker 1: I’ve actually got the opposite.

In the comments section the group absolutely loved it.

My group, I had about eight kids in it, so it’s a lot easier to switch around and a lot less waiting time.

How many did you have?

Speaker 4: Mine was a group of 15, so maybe they didn’t get as many turns as your group.

Speaker 1: Looking at their programme as well and they’ve done it in their first session so they’re going to be you know, full of energy, you know, raring to go.

When did your guys do it?

Speaker 4: Yeah, mine did it last, so fourth session, it would have been dark by that point cold, maybe a little bit tired so by that point they didn’t really enjoy the activity as much as your guys did on their first day.

(TO AUDIENCE) Different teachers have different experiences here.

It’s important that we get their feedback and evaluate it properly.

By looking at what they are saying and working out why they’re saying it, it helps us to work out a solution to the make the activities better.

Speaker 1: Is there any activities that have similar feedback?

Speaker 2: Well, laser looks exactly the same.

Same comments, people waiting around for a turn.

Speaker 1: Is there any way that we could combine the two sessions?

That way the kids are not going to be waiting around as long as they have been.

Speaker 2: So, one group can do the laser, the other can do the trampolining basketball.

Speaker 1: We’ll give it a go.

(TO AUDIENCE) Sometimes in a group discussion, you can end up going around in circles, so asking questions can help you come to a conclusion that works.

Speaker 1: (TO AUDIENCE) We watched a number of groups doing the activity, and then wrote up our notes into these documents we call observational studies.

(TO OTHER PEOPLE) Since we added laser to the trampolining basketball session…

I’ve done some observational studies, so I’ve observed all different ages, all different times of day, and all different abilities as well.

And we came up with a few different things here.

(TO AUDIENCE) I now need to take all this complex information and summarise it to work out the best way to run this activity.

(TO OTHER PEOPLE) In summary, to make the session a success, what we need is: staff communication, 45 minutes per session, and also a maximum of 15 participants, when on task.

It’s going to give them a lot more time on task, and it’s also going to give them a better opportunity to gain from it as well.

(TO AUDIENCE) I was able to summarise the results, and clearly tell Mike about them, so he could communicate the changes to the team effectively.

Speaker 2: (TO OTHER PEOPLE) Thank you for that Craig. What I’ll do next is, I’ll look at incorporating that into our next agenda for our staff team meeting.

Speaker 1: Ah, brilliant. Thank you.