TEACHING
on
Taylor InstituteGuide Series
TEACHING &
OBSERVE &
LEARNING
Carol BerensonJune 2017
SQUARES
REFLECT
Page|2TeachingSquares:ObserveandReflectonTeachingandLearningPreparedbyCarolBerenson,PhD
Developedandadaptedby
CarolBerenson,PhD,EducationalDevelopmentConsultant,EducationalDevelopmentUnit,TaylorInstituteforTeachingandLearning
Coverdesignby
YkjePiera,MEDes,PhDStudentEVDS,LearningTechnologiesSpecialist,EducationalDevelopmentUnit,TaylorInstituteforTeachingandLearning
June2017TaylorInstituteforTeachingandLearning
434CollegiateBlvd.
UniversityofCalgary,CalgaryABCANADAT2N1N4http://www.ucalgary.ca/taylorinstitute/
ThisguideisdistributedunderthetermsoftheCreativeCommons—AttributionNon-CommercialLicense4.0International(creativecommons.org/licenses/by-nc/4.0/),whichpermitssharingandadaptingofthematerial,providedtheoriginalworkisproperlyattributed(seerecommendedcitationbelow),anychangesareclearlyindicated,andthematerialisnotusedforcommercialpurposes.
RecommendedCitation
Berenson,C.“TeachingSquares:ObserveandReflectOnTeachingandLearning.”TaylorInstituteforTeachingandLearningGuideSeries,Calgary,AB:TaylorInstituteforTeachingandLearningattheUniversityofCalgary,June2017.http://www.ucalgary.ca/taylorinstitute/guides
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TeachingSquares:ObserveandReflectonTeachingandLearningPreparedbyCarolBerenson,PhD
Contents
Welcome.................................................................................................................................5
WhatwillIgetoutoftheTeachingSquaresexperience?.........................................................6
WhymightIwanttobeinvolvedinaTeachingSquaresinitiative?..........................................6
WhatmakesTeachingSquaresunique?...................................................................................7
HowdoestheTeachingSquaresinitiativework?.....................................................................8
1.Initialsquaregathering......................................................................................................101.1Whoaremyteachingsquarepartners?..............................................................................101.2SettingExpectations:Whatdowehopetogainfromthisexperience?.............................101.3Settingupaschedule:Whenwillwevisiteachother’sclasses?........................................11
2.Prepareforobservations....................................................................................................122.1Considerationsforobservee:Providecontext...................................................................122.2Considerationsforobserver:Chooseafocus.....................................................................12
3.Classroomvisits.................................................................................................................153.1HowlongshouldIstay?.......................................................................................................153.2HowshouldIintroducemysquarepartnertostudents?...................................................153.3WhatismyrolewhenIvisit?..............................................................................................153.4HowdoIrecordmyobservations?......................................................................................15
4.Optionaldebriefmeeting...................................................................................................184.1Guidelinesforoptionaldebriefingdiscussionfollowingaclassroomobservation.............18
5.Reflections.........................................................................................................................195.1What?SoWhat?NowWhat?..............................................................................................205.2Teachingsquaresreflections:Immediateandfollow-up....................................................21
6. Wrap-upsquaresharemeeting.......................................................................................22
7. Concludingcomments.....................................................................................................23
Referencesandresources.......................................................................................................24
AppendixA:‘Double-entry’observationnotesexample.........................................................26
AppendixB:Samplereflectivestatements.............................................................................27
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TablesandFigures
Table1.Whoaremyteachingsquarepartners?..........................................................................10
Table2.Settingexpectations:Whatdowehopetogainfromthisexperience?..........................10
Table3.Courseschedule...............................................................................................................11
Table4.Ourvisitingschedule.......................................................................................................11
Table5.Double-entryobservationnotes......................................................................................16
Table6.Classobservationform....................................................................................................17
Table7.What?SoWhat?NowWhat?..........................................................................................20
Table8.Teachingsquaresreflection:Immediateandfollow-up..................................................21
Figure1.Teachingsquaresguidingprinciples.................................................................................8
Figure2.Teachingsquarestimecommitmentandprocess............................................................9
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WelcomeWelcometotheUniversityofCalgary’sTeachingSquaresGuidewhichisintendedtointroduceyoutotheTeachingSquaresphilosophyandmethodforpeerobservationofteachingandlearning.Theguideprovidesbackground,context,andrationalefortheprogram,alongwithpracticaldirectionsandtoolstoguideyouthroughthefivecomponentsoftheTeachingSquaresprocess.
TeachingSquaresfounder,AnneWesselyfromSt.LouisCommunityCollege,createdexcellentmaterialsfromwhichnumerousmanualshavebeensubsequentlydeveloped.Duetothepopularityoftheprogram,manysimilarguidesexist.Someelementsofthisdocumentareborroweddirectlyfromothermanualsandprogramdescriptions(NorthernVirginiaCommunityCollege,CenterforExcellenceinTeachingandLearning(CETL)2015;StonehillCollege,CenterforTeachingandLearning(CTL)2008;TheQualityImprovementAgencyforLifelongLearning,2008;UniversityofWaterloo,n.d.;YorkTechnicalCollege,n.d.),andothershavebeendevelopedoradaptedforaUniversityofCalgarycontext.Iindicateonthereferencelistandthroughoutthedocumentthesourcesandresourcesdrawnupontobringtogetherthisguide.IalsoattempttoenhancetheexistingresourcesbyexpandinguponthetheoreticalfoundationsoftheTeachingSquaresmethod,theobservation/reflection/debriefresources,andthesupportingliterature.
FeelfreetousethisdocumenttoimplementaTeachingSquarewithpeersinyourowncontextortobringtogethercolleaguesfromacrossdisciplines,perhapsinamoreformalsetting,suchastheTaylorInstituteforTeachingandLearning.Theactofbeingwatchedandwatchingothersteachcanfeelriskyandvulnerable.TheTeachingSquaresframeworkprovidesthefoundationstocreatearichlearningexperienceforindividualparticipantsandtobuildsupportiveteachingandlearningcommunitieswithinandacrossourcampus.WelcometoapowerfulopportunitytomaketeachingpublicandtolearnfromyourcolleaguesattheUniversityofCalgary.
CarolBerenson,PhD.EducationalDevelopmentConsultantTaylorInstituteforTeachingandLearningUniversityofCalgary
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WhatwillIgetoutoftheTeachingSquaresexperience?TeachingSquaresinitiativesaredesignedtoenhanceteachingandlearningandtobuildcommunitythroughaprocessofreciprocalpeerobservation,self-reflection,andgroupdiscussion.OriginallycreatedbyAnneWesselyfromSt.LouisCommunityCollege,variationsonTeachingSquaresarewidelyimplementedthroughoutuniversitiesandcollegesinNorthAmericaandtheUK.TeachingSquaresinitiativesfacilitatethesharingofsuccessfulandinnovativeteachingmethodsandideas,andcontributetofosteringacampuscultureofongoingreflectionandimprovementinteachingpractice(Moorse&Moore,2006).
Bytheendoftheteachingsquaresexperienceyoushouldbeableto:
• observe,analyse,reflecton,andgainnewinsightsintoteachingandlearning• increaseyourunderstandingandappreciationoftheworkofcolleagues• gatherideasfordevelopingyourteachingandlearningphilosophyand‘repertoire’• formulateaplanfortryingoutnewapproaches(adaptedfromTheQuality
ImprovementAgencyforLifelongLearning,2008;YorkTechnicalCollege,n.d.).
WhymightIwanttobeinvolvedinaTeachingSquaresinitiative?Postsecondaryteachingistypicallyexperiencedasaprivateendeavourthattakesplacebehindcloseddoorsandbeforetheeyesofstudentsexclusively.Thisprivatizationofteaching(Palmer,2007)cancreateanenvironmentofisolationforindividualinstructors;italsoinhibitsthepotentialfortherichdialogueandlearningthatcanariseinconversationsaboutteachingandlearningwithcolleagues(Roxa&Martensson,2009).InaTeachingSquaresscenario,isolationisinterruptedasindividualsobservetheircolleaguesinactionandsubsequentlyreflectonanddiscusstheirlearningaspartofacommunityofteachers.
TeachingSquaresinitiativesalsocontributetoraisingtheprofileandstatusofteachingmorebroadlyinuniversitycontexts,whereresearchisoftensituatedastheprivilegedacademicactivity.Shulman(1993)arguesthatteachingneedstobetreatedmorelikeresearch–aspublic,communityproperty–inorderforittobeseenasscholarlyactivity.Gatheringtogethertowatch,analyse,criticallydiscuss,review,andreflectonteachinginthecontextofaTeachingSquaremakesthecomplexandrigorousworkofteachingandlearningvisibleandcommunallyrelevant.
ParticipatinginaTeachingSquarecanvitalizeandenergizeyourindividualteachingpracticesandideas.Yourinvolvementcanalsocontributetomorebroadlypositioningteachingasscholarly,socialactivityinvolvingnotonlyindividualinstructorsandtheirstudents,butlargercommunitiesofcolleagues(withinandbeyonddisciplinarycontexts).
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WhatmakesTeachingSquaresunique?Conventionalpeerobservationteachingdevelopmentprogramsemphasizethegivingandreceivingofcritical,evaluativefeedbackamongcolleagues.Theseinitiativesoftenfocustheireffortsondevelopingtheskillsofpeerreviewersandmuchresearchconvergesaroundunderstandingandimprovingthenuancesofpeerobservationandfeedbackprocesses(seeforinstanceBell&Cooper,2013;Golparian,Chan&Cassidy,2015;Hubball&Clarke,2011;Yiend,Weller&Kinchin,2014).Thevalueandimportanceofpeercritiquesofteachingshouldnotbeunderestimatedasthesemodelsaimtoholdteachingtorigorous,objectiveandtransparentstandardsofevaluation(Bernstein&Edwards,2001).However,criticsofsuchapproachestoimprovingteachinghaveconcernsaboutthecapacitiesofcolleaguestojudgetheperformanceoftheirpeers(Courneya,Pratt&Collins,2008)andtheultimateeffectivenessofcriticalevaluationasatoolforimprovingteaching(Thomas,2001).Theenvironmentproducedinpeerevaluationapproachescanbeintimidatingandlessthanconducivetoopenandhonestexplorationofteachingvaluesandpractices.
Incontrasttotraditionalpeerobservationinitiatives,TeachingSquaresapproachesinvolvereflectingonwhatcanbelearnedaboutone’sownteachingbyobservingcolleagues.Ratherthanevaluatingothers,theTeachingSquaresemphasisisonself-evaluationandreflection.BeginningwiththeworkofStephenBrookfield(1998),criticalreflectionhascometoberecognizedasanimportanttoolfortransformingandenhancingteachingpractice.ForBrookfield,criticallyreflectiveteachingentailscomingto“seehowwethinkandworkthroughdifferentlenses”(1998,p.xiii).Byallowingindividualstobe‘learners’againintheircolleaguesclasses,TeachingSquarescanprovideuniquelensesthroughwhichtoreflectonandtalkaboutteachingandlearning(UniversityofWaterloo,n.d.).Thereisalsogrowingappreciationthatreflectivepracticeis,inandofitself,askilltobedevelopedandnurtured(Clegg,Tan&Saeidi,2002;Hammersley-Fletcher&Orsmond,2005;Hubball,Collins&Pratt,2005).TheTeachingSquaresexperienceaimstosupportandenhancebothobservationandcriticalreflectionskillsthroughofferingnumeroustoolsandtemplatestoguideparticipantsintheseprocesses.
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GuidingPrinciples:
Inordertocreateasupportive,open,andenergizingenvironment,theseprinciplesprovidethefoundationsforTeachingSquaresactivities(adaptedfromNorthVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008):
Figure1.Teachingsquaresguidingprinciples
HowdoestheTeachingSquaresinitiativework?AlthoughTeachingSquaresProgramscanvary,atypicalformatinvolvesfourinstructorswhoagreetovisiteachother’sclassesonceoverthecourseofasemester,andthenmeettodiscusswhattheyhavelearnedfromtheirobservations.Thisformatentailsapproximately8hoursofanindividual’stime(notincludinganoptionaldebriefmeetingfollowingeachobservationwhichcanaddanadditional1.5hours).Thetimecommitmentandprocessareasfollows(adaptedfromNorthVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008):
ConfidentialreciprocityEveryoneobservesandisobserved/weallexperienceboththeroleofteacher
andlearnerinaconfidentialenvironment
MutualrespectWeentertheclassroomrespectfulofinstructors,students,andcontextual
differences
AppreciationWeaimtoidentifyandbuilduponpracticesthatcreateeffectiveenvironmentsforlearning
Self-referentialreflectionWereportwhatwaslearnedfromthe
observationtoimproveourownteachingratherthantryingtoimprove
asquarepartner’steaching
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Figure2.Teachingsquarestimecommitmentandprocess
1. InitialsquaregatheringMeetcolleagues,reviewtheprogram(philosophyandlogistics),setgoals/expectations,andestablishanobservationschedule(1.5hours)
2. PrepareforobservationsShareandreviewcourseoutlinesand/orpertinentinformationtoprovidecontextfortheobservation,thinkaboutanobservationfocus,andselectobservationnote-takingmaterials(approximately20minutesforeachobservation--1hour)
3. ClassroomVisitsAttendtheagreeduponclassandtakeobservationalnotes(approximately1hourforeachobservation--3hours)
4. OptionalDebriefMeetingAbriefopportunityfortheobserveetoreflectontheirteachingandfortheobservertosharepreliminaryobservations(approximately30minutesforeachobservation--1.5hours)
5. ReflectionsWritethoughtsaboutyourobservationsfollowingeachclassvisitandinpreparationforthefinalmeeting(approximately30minutesforeachobservation--1.5hours)
6. WrapupsquaresharemeetingSharewithcolleagueswhatyouhavelearnedaboutyourownteachingfromwatchingtheminaction,andmakeaplanforimplementingchangesaccordingly(1hour)
ThepagestofollowexpanduponthecomponentsoftheTeachingSquaresprocess,providingguidanceandpracticaltoolstoassistparticipantsalongtheway.
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1.InitialsquaregatheringSection1isadaptedfromNorthVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008.
AlongwithreviewingtheTeachingSquaresphilosophyandmethod,thefollowingtemplateswillhelpyougetorientedandorganized.
1.1Whoaremyteachingsquarepartners?
Table1.Whoaremyteachingsquarepartners?
Name Email Phone
1.2SettingExpectations:Whatdowehopetogainfromthisexperience?
Takingthetimetoclarifythisquestionatthestartandrevisitingitthroughouttheprogramwillhelpyoutogetthemostoutofyourteachingsquareandbeabettersquareparticipant.Youcanusethefollowingcharttorecordyourownandyourcolleagues’goalsforthesquare.
Table2.SettingExpectations:Whatdowehopetogainfromthisexperience?
Whataremygoalsfortheprogram?WhatdoIhopetogainfromthe‘square’?
Partner#1’sgoals:Name:
Partner#2’sgoals:Name:
Partner#3’sgoals:
Name:
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1.3Settingupaschedule:Whenwillwevisiteachother’sclasses?
Itisidealtoestablishthevisitingscheduleattheinitialsquaremeetingwhileallmembersofthegrouparetogether.Asanobservee,youwillwanttoavoidschedulingvisitsonparticulardays(suchasduringscheduledexams),buttrynottoover-orchestratetheobservationscheduleaccordingtoyourteachingplans.Forinstance,ifyouhaveagroupactivityplannedforagivensessionyoumightdecidethatyouarenotreally‘teaching’,however,thereisplentytoobserveastheactivityissetupandthestudentssubsequentlyparticipateinit.Itisvaluableforobserverstogetachancetoseearangeofapproachesandactivities–anyopportunitytoseehowstudentsarelearningisusefulfromanobserverperspective.
Table3indicatesyourteachingschedulesthissemester(youmightchoosetoskipthistableandmoveontoTable4).
Table3.Courseschedule
Partner’sName Coursename(s)/# Day/time Location
Table4.Ourvisitingschedule
Name WhenI’mvisiting(Day,time,location)
WhenI’mbeingvisited(Day,timelocation)
Partner#1
Partner#2
Partner#3
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2.Prepareforobservations
2.1Considerationsforobservee:Providecontext
Gettingasenseofthe‘bigpicture’ofacoursecanmakeiteasiertounderstandwhat’sgoingoninasingleclassandthuscanleadtoamoremeaningfulobservationexperience.Youmightwanttoexchangecourseoutlines,relevantassignmentsandtextswithyoursquarepartners.Bydiscussingthefollowingquestions(adaptedfromNorthernVirginniaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008)youcanalsogivevisitorsthatsenseofthebigpicture:
• Whatareyourmaingoalsforthecourse?• Whatpurposedoesthecourseserveinthemajororthegeneralcurriculum?• Whydostudentstakethiscourse?• Howwouldyoucharacterizeyourstudentsthissemester?Aretheyatypicalgroup?• Howoftenhaveyoutaughtthiscoursebefore?• Whatareyourgoalsforthedayyourcolleagueiscomingtovisit?• Areyoutryinganythingnewthissemester?
2.2Considerationsforobserver:Chooseafocus
There’salotgoingoninanyclassanditcanbeachallengetokeeptrackofitallwithoutaplangoingin.Oneapproachistochooseaparticularfocusthroughwhichtoapproachyourobservations.Goingintoaclasswithsomespecificquestionsinmindcanhelpyouorientyourattentionandleadtoamoremeaningfulobservation.Asanobserver,itisadvisabletoreflectonyourownteachingdevelopmentandwhatyouwouldliketoworkoninchoosinganobservationfocus.
Herearesomeexamples,thoughtherearemanymorepossibilities.Keepinmindthatyourobservationgoalisnottoprovidefeedback,butrathertocollectdatathatyoucansubsequentlyreflectonintermsofyourownteaching.Forexample,ifyouareinterestedinissuesofstudentengagement,youwillobserveandtakenoteofthevariouswaysinwhichengagementoccursandiscultivatedintheobservee’sclassroom.
Theguidingquestionstofollow(adaptedfromNorthernVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008;VanderbiltCenterforTeaching,n.d.)provideideasforthinkingaboutyourobservationprioritiesaheadoftime.
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2.2.1Engagement
• Whendothestudentsseemmostengagedinthematerial?Whendotheyseemtheleastengaged?
• HowdoIknowthestudentsareengaged?• Whatisspecificallygoingonwhenengagementishappening?Whatarethestudents
doing?Whatistheinstructordoing?• Howistheclassorganizedandpaced?Howdoesthisaffectstudentengagement?• Whatarethepatternsofconversation?Whoholdsthe‘conversationalball’?Isit
student-to-student,student-to-instructor,thesamestudentsagainandagain?• Howdoestheinstructoruseverbalandnon-verbalcommunication?
2.2.2Content
• Whatdothestudentsalreadyknowaboutthecontentoftoday’sclass?• Arethestudentscuriousaboutthecontent?Howisthecontentmaderelevanttothe
students?Howisthisdoneexplicitly?Howisitdoneimplicitly?• Howdothestudentsknowwhat’simportantintoday’sclass?Whatactivitiesor
practicesdotheteacherorstudentsundertaketomakewhatmattersmostevident?• Whathappenstohelpstudentslearnthematerial?Whatarethevariousapproaches
usedtoconveythecontent?• Didthestudentsgetit?HowdoIknow?Howdothestudentsknow?Howdoesthe
instructorknow?
2.2.3Diversity
• Howwoulddiversitybedescribedinthisclassroom–whatarethevisibleclassroomdemographics?
• Howaredifferencesinlearnersaccommodated?Whataretheactivitiesorapproachesappliedherethatmighthelpdifferentlearners?
• Isthereanythingaboutthecontentoftoday’sclassthatreflectsadiversityofperspectives?
• Whatarethedifferentapproachesthatareusedtomaketheclassroomaninclusiveplace?Howaredifferentstudentsencouragedtoparticipate?
• Whatelseisnoteworthyintermsofdiversityandinclusioninthissetting?
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2.2.4Instructionalstrategies
• Whatarethedifferentinstructionalstrategiesusedinthisclass?(presentation/lecture,discussion,etc.)
• Dosomestrategiesseemtoworkbetterforthestudentsthanothers?Whyisthisthecase?Whatseemstomakethedifferencehere?
• Howdoestheteacheruseclassroommedia(digitaltechnologies,slides,video,music,etc.)and/orspace?
• Arethereanyseeminglyunexpectedmomentsintheclass?Howaretheyhandled?• Arequestionsusedasateachingstrategy?Ifso,whatkindsofquestionsdoesthe
teacherask,andwhen?Howarethestudentsinvolvedinaskingandansweringquestions?Howistheinstructorinvolvedinaskingandansweringquestions?
• Aresmallgroupsusedintheclass?Ifso,whenandhowaretheyimplemented?Whatimpactdotheyappeartohaveonstudentlearning?
• Whichinstructionalstrategiesseemmoreengagingforthestudents?Whichstrategiesallowthemtoparticipateinhigherorderthinking(suchasself-reflection,application,criticalthinking)?
2.2.5Classroomclimate
• Whatisthemoodbeforeclassbegins?Duringclass?Afterclass?• Howistheclassroomarrangedphysicallyandhowdoesthisinfluenceteachingand
learning?• Whatkindofrapportexistsbetweenteacherandstudent(s)oramongstudents?• Whatkindsofthingsdoestheinstructordotoaddresstheenvironmentinthisclass?• Whatarethestudentsdoingtocontributetotheclassroomenvironment?
Therearemanyapproachestoobservingaclass–thesearemerelyintendedassuggestions.Youwillestablishyourownprioritiesaccordingtoyourexperienceandapproachesasaninstructorandasastudent,andyourparticulargoalsforparticipatinginthisprogram.Youmightfindthatyouentertheclassroomwithafocusinmind,butthatitchangesaseventsunfoldinthelearningenvironment.Again,theclassroomobservationexperienceisintendedtoprovideyouwithdatatosubsequentlyreflectuponintermsofyourownteachingratherthantoprovideinputtoyourcolleaguesabouttheirteaching.
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3.ClassroomvisitsThissectionisadaptedfromNorthVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008.
3.1HowlongshouldIstay?
Althoughclasslengthscanvaryconsiderably,observinganentireclasstypicallyoffersthebestandleastdisruptiveexperienceforyou,yoursquarepartner,andthestudents.Ifschedulingconflictsdonotpermitwatchingthewholesession,discusswithyoursquarepartnertheleastdisruptivemeansofjoiningandleavingtheclass.Stayingforatleast50minutesisadvisable.
3.2HowshouldIintroducemysquarepartnertostudents?
Ifyouanticipatestudentsnoticingand/orbeingcuriousaboutavisitor’spresenceintheclassroom,itisreasonabletointroduceyoursquarepartnerandtoexplainthepurposeforher/hisvisit.Moststudentsareimpressedtolearnthattheirinstructorisparticipatinginaprojecttoimproveteachingandlearning.Whetheryouintroducethevisitorornotisamatterofindividualpreferenceandmightbestdiscussedwithyoursquarepartnerpriortothestartofclass.
3.3WhatismyrolewhenIvisit?
Althoughtheurgetoparticipateinanengagingclasscanbestrong,participantsfindthattheybestfulfilltheirteachingsquaresgoalsbyrestrictingthemselvestotheroleofobserver.Recordingyourobservationsoftheactivitiesofboththeteacherandthestudentsinvolvesconsiderablefocusandattention.
3.4HowdoIrecordmyobservations?
Therearemanywaystoorganizeyourclassroomobservationnotes.Templatesforrecordingclassroomobservationsandpreliminaryreflectionsareprovidedonthefollowingpages.Feelfreetouseortoalterthesetemplatesasyouseefit.
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Table5.Double-entryobservationnotes
Somepeoplefindithelpfultoorganizetheirobservationnotesbydividingthemintodescriptionsandreflections.Thedescriptioncanreflecttheinstructor’sactions,students’reactions,andthecontentbeingconveyed,whileyourreflectionscantrackyourownreactionstowhat’shappeninginclass.Reflectionscanberecordedbothduringclassandafterwards.Occasionally,markingdownthetimeasyougocanalsohelpyougetasenseofhowlongparticularsegmentsoftheclasstake(asamplecompletedversionofthistemplatecanbefoundinAppendixA).
Time
Descriptionofwhat’shappening
Personalreflections
yyyyyyyyyyyyyyyyyyyyyyyyyyy
ThistemplateisofferedasatoolinmostTeachingSquaresProgramguides.
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Table6.ClassobservationformYoumightaltertheheadingsonthisformtoalignwiththeobservationfocusthatyouhaveidentifiedinSection2.
AdaptedfromNorthernVirginiaCommunityCollegeCETL(2015).TheCentreforExcellenceinTeachingandLearning:TeachingSquares.
Course&Instructor Classtopic/objective Date
Describetheacademicsetting(lecture/lab,learningspace,classsize,studentcharacteristics,learningenvironment,etc.):Describehowtheinstructorandstudentsbeganandendedtheclass:
Describelearningactivitiesthattookplaceduringtheclass:
Describeinstructionaltoolsand/orteachingstrategiesthatwereusedbytheinstructor:
Whattipsdidyoupickuponclassroommanagement?
Whatdidyouobservethatyou’dliketoincorporateintoyourclasses?
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4.OptionaldebriefmeetingSomeparticipantsappreciateanopportunitytobrieflydebrieftheclassroomobservationonceithasoccurred.Thisoptionalmeetingcanprovideachancetohaveapreliminaryone-on-onetalkabouttheobservationexperience.Thedebriefdiscussionisintendedtofacilitatereflectiononthepartofboththeobserverandobservee,andcanbeguidedbyaseriesofquestionsdesignedwiththisinmind.Theobserver’sroleistosharetheirobservationsandlearningsratherthantoprovidedirectivefeedback.Thismeetingisentirelyoptional,asthewrapupsharesquaremeeting(component6oftheprocess)isrequiredandalsoprovidesanopportunityforparticipantstoconsolidateandsharetheirreflectionsandlearningwiththeircolleagues.
4.1Guidelinesforoptionaldebriefingdiscussionfollowingaclassroomobservation
Thesearesamplequestions(adaptedfromUniversityofBritishColumbiaCentreforTeaching,LearningandTechnology,2016)fortheobservertoasktheobservee(2-3ofthesequestionsaresufficienttoguideapost-observationconversation).
• Howdoyoufeelabouthowthesessionwent?What’syoursenseofhowtheclasswasforthestudents?
• Whatstrategiesdidyouusetoenhancestudentlearning?• Whatdoyouthinkworkedparticularlywell?Whatwasthehighlightforyou?Forthe
students?• Isthereanythingthatyoufeeldidn’tworkwell?Istheresomethingyou’ddodifferently
nexttimeyouteachthisclass?Ifyes,whatwouldyouchangeandwhy?• Isthereanythingthatdidn’tgoasplanned?Didthisturnouttobepositiveor
challengingforyou?Whataboutforthestudents?• Didthestudentsget‘it’intheend?Doyouthinktheylearnedwhatyouhopedthey’d
learnintheclass?Howdoyouknow?• Asanobserver,herearesomestrategiesIobservedthatyouusedtoenhancestudent
learning.Here’showI’vegrown(whatI’velearned)asaresultofwatchingyouteach.• Reflectivequestionssuchas,“OneoftheteachingstrugglesIfaceis[engagingmy
students’].Howdoyoudealwiththisproblem?Whatdidyoudoduringtoday’sclasstoengagestudents?
• Pragmaticquestionssuchas,“Howdidyouprepareforthissession?“Whataresomeofthechoicesyoumadeasyoupreparedforthisclass?”
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5.ReflectionsThepagestofollowprovidetemplatesforyourusewhenreflectingonyourobservationsofyoursquarepartner’swork.Youwillfindthetemplatesusefulforcollectingyourthoughtsandreflectingfollowingaclassroomobservation.Youmightalsofindthatyourrecording/reflectingmethodshiftsoverthecourseoftheprogramasyougainexperience.Feelfreetochoosefromanyofthetemplatesprovided(inTables5through8)ortodevelopsomethingofyourown.Whencomplete,thesedocumentsareforyourreferenceonly,andmerelyintendedtohelpguideyourobservationsandreflectiveprocesses.
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5.1What?SoWhat?NowWhat?
Table7.What?SoWhat?NowWhat?
Rolfeetal.(2001)provideaframeworkthatcanbeusefulfordocumentingyourobservationsandreflections.Herethreesimplequestionshelpyourecordandtrackyourlearningexperiences.Youmightusethistemplateafterclasswhenyoucantakesometimetopulloutyourmostimportantobservationsandthenreflectontheirrelevanceandimplicationsforyourfutureteaching.
What? SoWhat? NowWhat?
Whatdidyouobserveduringtheclass?Whatstoodoutortookyoubysurprise?Whatexactlyhappened?Whatdidtheinstructorandstudentsdo?Beasspecificaspossible.
Whatistherelevanceofthisobservationforyou?Whydoesitstandout?Whatmakesitimportant?Whathaveyoulearned?
Howdoesthisobservationconnecttoyourteachingpractice?Howcanyouapplywhatyou’velearnedinyourcurrentorfutureteaching?Istheresomethingyouwilltryorchangeasaresultofthisobservation?Whatisyourplan?
AdaptedfromRolfe,G.,Freshwater,D.&Jasper,M.(2001).Criticalreflectionfornursingandthehelpingprofessions:Auser’sguide.NewYork:PalgraveMacMillan.
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5.2Teachingsquaresreflections:Immediateandfollow-up
Table8.Teachingsquaresreflection:Immediateandfollow-up
Immediatelyfollowingvisit
ExamplesofgoodteachingandlearningpracticeI’veseeninthissession.
WhatIhavelearnedfromobservingthissession.
ThingsImighttryoutasaresultofobservingthissession.
Follow-upreflectionsaftermyownteaching
ThingsIhavetriedsinceobservingthesession.
Whatworkedwell(includingdetailsoflearnerresponse).
WhatImightdodifferently.
AdaptedfromTheQualityImprovementAgencyforLifelongLearning(QIA)(2008).TeachingandLearningProgramme:TeachingSquares.
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6. Wrap-upsquaresharemeetingOnceclassroomobservationsandsubsequentreflectionsarecomplete,programparticipantscometogetherforafinalmeetingtosharewhattheyhavelearnedthroughouttheprocess.Youcandecideasagroupwhatismosthelpfulforyoutodiscussinthisfinalmeeting.However,inkeepingwiththephilosophyoftheTeachingSquaresProgram,itisadvisabletokeeptheconversationfocusedonself-reflectionratherthancritiqueoradvice-giving.Thisfinalmeetingultimatelyprovidesanopportunitytoconsolidateyourthoughtsandlearningsfromtheprogram,tohonourandappreciateyourcolleagues,andtothinkabouthowtheTeachingSquaresexperiencemightshapeyourfutureteachingandlearningpractice.
Herearesomequestions(adaptedfromNorthernVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008)thatyoucanreflectoninpreparationforthefinalwrapupdiscussion:
• Whathaveyoulearnedaboutyourteachingphilosophyfromyourclassroomobservations(thiscouldbesomethingneworsomethingthathasbeenaffirmed)?Whatpersonalvaluesdoyoubringtoyourteaching?
• Howhastheexperienceofbeinginthe‘learner’roleimpactedyourteaching?• Whathaveyoulearnedisoneofyourteachingstrengths?• Whataspectofyourteachingdoyouwishtoimprove?Howareyougoingtodothis?• Whatsurprisedyouduringthisexperience?Whatassumptionsaboutteachingwere
challengedbywhatyouobserved?• Whatisonethingyoulearnedthatwillmakeyourteachingmoreeffective?• Whatisonethingyoulearnedthatyouaregoingtoapplynextsemesterinthe
classroom?
Whilekeepinginmindthatthereisnorightorwrongwaytoformulateyourreflections,seeAppendixBforhypotheticalexamplesofreflectivestatements.
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7. ConcludingcommentsTheTeachingSquaresmethodemphasizespeerobservation,self-reflection,andcollegialconversationsaboutteachingandlearning.Learningbywatchingcolleaguesandreflectingontherelevanceofthoseobservationsforyourownteachingrepresentsastrikingdeparturefrommoreconventionalapproachesthatembraceobservingwithaneyetowardevaluatingandprovidingfeedback.Thisshiftcanbechallengingtobothappreciateandenact,particularlywithinthecontextofapostsecondaryenvironmentwherecritiqueandevaluationarefrequentlyontheagenda.Despitethis,IhavebeenfortunatetoworkwithbothfacultyandgraduatestudentsinTeachingSquaresinitiativesonourcampusandhaveseentheimpactofthisalternativeapproachonparticipantsastheyreflectdeeplyontheirownteachingandrepeatedlycommentonthevalueofmakingthetimetodoso.Anonjudgmentalenvironmentisoptimalforcreatingtheconditionsinwhichauthenticteaching,richandrevealingdiscussions,andgenuinegrowthandlearningcantakeplace.Iamexcitedtoprovidethisguideasaresourceforyouruse.
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ReferencesandresourcesBell,M.&Cooper,P.(2013).Peerobservationofteachinginuniversitydepartments:Aframeworkforimplementation.InternationalJournalforAcademicDevelopment,18(1).Bernstein,D.&Edwards,R.(2001).Weneedobjective,rigorouspeerreviewofteaching.TheChronicleofHigherEducation,January5,B24.Retrievedfromhttp://www.chronicle.com/article/We-Need-Objective-Rigorous/35232Brookfield,S.(1995).Becomingacriticallyreflectiveteacher.SanFrancisco,CA:Jossey-Bass.Clegg,S.,Tan,J.&Saeidi,S.(2002)Reflectingoracting?Reflectivepracticeandcontinuingprofessionaldevelopmentinhighereducation.ReflectivePractice,3(1),131–146.Courneya,C.,Pratt,D.&Collins,J.(2008).Throughwhatperspectivedowejudgetheteachingofpeers?TeachingandTeacherEducation,24,69-79.Golparin,S.,Chan,J.&Cassidy,A.(2015).Peerreviewofteaching:Sharingbestpractices.CollectedEssaysonLearningandTeaching,8,211-217.Hammersley-Fletcher,L.&Orsmond,P.(2005)Reflectingonreflectivepracticeswithinpeerobservation.StudiesinHigherEducation,30:2,213-224,DOI:10.1080/03075070500043358Hubball,H.&Clarke,A.(2011).Scholarlyapproachestopeer-reviewofteaching:Emergentframeworksandoutcomesinaresearch-intensiveuniversity.TransformativeDialogues:TeachingandLearningJournal,4(3),1-32.Hubball,H.,Collins,J.&Pratt,D.(2005).Enhancingreflectiveteachingpractices:Implicationsforfacultydevelopmentprograms.TheCanadianJournalofHigherEducation,XXXV(3),57-81.Moorse,R.&Moore,P.(2006)Littleacornstakingroot:Systematicapproachestogoodpracticetransferwithinorganizations.London:TheLearningandSkillsNetworkandTheQualityImprovementAgencyforLifelongLearning.NorthernVirginiaCommunityCollege,TheCenterforExcellenceinTeachingandLearning(CETL)(2015).TeachingSquares.Retrievedfromhttp://www.nvcc.edu/cetl/_files/CETL-Teaching-Squares-Program-Manual-Spring-2015.pdf
Palmer,P.(2007).Thecouragetoteach:Exploringtheinnerlandscapeofateacher’slife.SanFrancisco,CA:Jossey-Bass.
Rolfe,G.,Freshwater,D.&Jasper,M.(2001).Criticalreflectionfornursingandthehelpingprofessions:Auser’sguide.NewYork:PalgraveMacMillan.
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Roxa,T.&Martensson,K.(2009).Teachingandlearningregimesfromwithin.InC.Kreber(Ed.),Theuniversityanditsdisciplines:Teachingandlearningwithinandbeyonddisciplinaryboundaries.NewYork:Routledge,TaylorandFrancis,209-218.Shulman,L.S.(1993).Teachingascommunityproperty:Puttinganendtopedagogicalsolitude.Change,November/December,25,6-7.StonehillCollege,CentreforTeachingandLearning(CTL)(2008).TeachingSquares:ParticipantHandbook.Retrievedfromhttp://stonehill-website.s3.amazonaws.com/files/resources/participant-handbook-08-09.pdfTheQualityImprovementAgencyforLifelongLearning(QIA)(2008)TeachingandLearningProgramme:TeachingSquares.
Thomas,C.(2001).Howtoevaluateteaching.TheChronicleofHigherEducation,February9,B18.Retrievedfromhttp://www.chronicle.com/article/How-to-Evaluate-Teaching/15003
UniversityofBritishColumbiaCentreforTeaching,LearningandTechnology(September14,2016).ThePeerReviewofTeaching:Post-ObservationQuestionsGuidelinesforthePeerReviewer.Retrievedfromhttp://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching-2/
UniversityofWaterloo(n.d.).TeachingSquaresProgram.Retrievedfromhttps://uwaterloo.ca/arts/sites/ca.arts/files/uploads/files/teaching_squares_program_information_sheet.pdf
VanderbiltCenterforTeaching(n.d.).TeachingVisitsObservationandDiscussionGuide.Retrievedfromhttps://cft.vanderbilt.edu/tvinstructions/
Yiend,J.,Weller,S.&Kinchin,I.(2014).Peerobservationofteaching:Theinteractionbetweenpeerreviewanddevelopmentalmodelsofpractice.JournalofFurtherandHigherEducation,38(4),465-484.
YorkTechnicalCollege(n.d.)TeachingSquares.Retrievedfromhttp://flash.yorktech.com/CTL_PD_Schedule11-12/Teaching_Squares.pdf
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AppendixA:‘Double-entry’observationnotesexampleItappearsthatthisobserverhasrecordedbothobservationsandreflectionsduringtheclassroomvisit.Itisalsopossibletocompletethedescriptioncolumnduringthevisitandtosubsequentlyreflectonrecordedobservationsafterthefact.Ineithercase,noticehowtheobserverreflectsontheirownteachingratherthanformulatingfeedbackfortheobservee.
Time
Descriptionofwhat’shappening
Personalreflections
11:2511:3011:3611:40
AHgreetsSsastheycomein.OneSasksaquestionaboutthehomework–AHsaysshe’lladdressthatinclass.Anagendahasalreadybeenwrittenupontheboard.AHclosesdoorandsays“readingquiz!”–Ssputawaybooksandgetoutpaper.AHreadsthrough5questions,waitsabout90secondsbetweeneach.InvitesSstosuggest“bonus”question–S7speaksupimmediately.Sslaugh.coupleSscomeinlate–don’tgetoutpaper,justsitthereAHreadsthroughquestionsonemoretimeandthenafteraminutecalls“time!”andSspassuppapers.AHpointstoagendaandelaboratesonwhatthey’redoingthatday.Asksifthere’sanythingelsesheshouldinclude.
AHhaseasyrapportwithstudents–seemsorganizedwithagendaalreadyonboard.IseethatsheheldoffonansweringSsquestion–IthinkIsometimesjumpintooquicklywithananswer.Ssseemtoknowwhat’scoming–thismustbearegularthing.InterestingtolettheSshelpwritethequiz–whathappensifsomeonesuggestsabadquestion?Buttheysurelikeit.Ok,definitelylookslikearegularthing–andtheyalreadyknowtheydon’tgettodothequizifthey’relate.Shemustbereallyclearaboutherexpectations.IwonderhowSsfeelaboutthat...theydon’tlookfrustrated.Mightbeaninterestingthingtotry.Igetwhyanagendaishelpful,butasastudentIusedtofeelthattoodetailedanagendahamperedspontaneityinaclass,soIresistthemnow.Thoughalotofthatdependsonhowstricttheinstructorstickstoit.Inoticethatsheasksforinput–Ishoulddomoreofthat.
AdaptedfromNorthernVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008.
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AppendixB:SamplereflectivestatementsWhilethereisnoformulaicmethodofreflection,itisadvisedthatyoutakesometimetorecordfinalthoughtsaboutyourlearningandkeytakeawaysfromyourexperienceintheTeachingSquaresProgram.Thesearehypotheticalexamplesofwhatafinalreflectivestatementmightlooklike.
IhavealwaysknownthatlearningisnotaspectatorsportandIthoughtthatIhadareallyinteractiveclassroom.However,throughwatchingmycolleaguesteachI’vecometorealizethattherearemanywaystogetstudentsinvolvedintakingcontroloftheirlearningandthatIamnotentirelycomfortablesharingpowerintheclassroom.Icanseethatmyskillsaroundaskingandansweringquestionsandfacilitatingdiscussionareexcellent,howeverIamlesscomfortablewithlettingthestudentsworkindependently.I’dliketotrytoprovidemoreopportunitiesforthistohappeninmyclassroom.IparticularlylikedthesmallgroupactivitythatIsawinvolvingassigningrolesfordiscussingachallengingissue.IthinkIcanmakesomethinglikethatworkinmycourse.I’llneedtotweakitformycontext,butIcouldseehowengagedthestudentswereandthattheyreallygraspedtheconceptbeingtaughtthatday.IrealizethatIsometimesmakeassumptionsaboutthestudents‘gettingit’attheendofmyclasses,andIcouldbebetteratengagingtheminactivitiesthatbothdeepenandaffirmtheirlearning(forthemandforme).Ihaveanewappreciationforhowactivelearningcanlookandamexcited(andabitnervous)totryoutsomethingnewthat’slessteacher-focusedandmorestudent-driveninthefuture.
ThisexperiencehashelpedmetothinkabouthowIwillpresentmyselfandthekindofclassroomenvironmentIwillcultivateasanewinstructor.Inmyobservations,Isawcolleaguesestablishandcultivateverydifferentclassroomclimatesintheirteaching.Itwasilluminatingtoseethedifferences–rangingfromquiteformaltoverycasual.Icouldseebenefitsandlimitationsforthestudentsinallofthesettings.Itseemedtomethatarelaxedenvironmentsetthestageforlotsofstudentinteractionandanupliftingclassroomexperience.Atthesametime,itseemedthatsomestudentsweremorecomfortablethanotherswiththisenvironmentandIwasawarethatittooklotsoffacilitationskilltomakesureeveryonefeltincludedinthissetting.Themoreformalclassroomwaslessexciting,howeveritseemedtomethatstudentshadasenseoftrustandrespectfortheinstructorandtheywere(mostly)attentivetowhatwasgoingon.Asanewinstructor,Ithinkmystylewillbetopresentasomewhatformal,quieter,butcompetentandtrustworthydemeanour.IcanseehowimportantitistobeapproachabletothestudentsandIwouldliketoeventuallybeablelightenup,butatthisstageinmycareerIthinkit’smostimportanttoestablishmyselfascompetentandcapablethroughmoreformalchannels.OnceI’vehadsomeexperienceI’lllookforwardtorevisitingmythinkingaboutthis.