Supporting Excellence in Teaching

Fall 2014

Effective Peer Observation:Effective Peer Observation:

Following this session, participants should be able to:

• identify characteristics of effective teaching in various settings.

• apply the protocols for successful peer observations and effective feedback.

How can we recognize good

teaching?

Click on photo to launch video

are experts in their subject matter.

treat teaching as a serious intellectual pursuit.

have high expectations of students.

have strong trust in students’ desire and ability to learn.

assess learning based on clear objectives

engage students for deep, life-long learning.

The best college teachers…

Bain, Ken. What the Best College Teachers Do. Cambridge: Harvard University Press, 2004. Print.

but each demonstrates these characteristics differently!

Brinthaupt, T. M., et al. "What the Best Online Teachers Should Do." Journal of Online Teaching. Merlot, Dec. 2011. Web. 5 Sept. 2014. <http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm>.

What does it look like online?

Protocol for Effective Observations

Protocol droids are vital in smoothing differences encountered by the many far-flung cultures interacting on a regular basis throughout the galaxy and the college.

C-3PO: Professor, I must really insist that you follow the

Pre-observation Visit

Follow-up Visit

Pre-Observation Visit

• On what aspects of your teaching would you like feedback?

• What are your concerns or questions?

• What is the class structure?

• How are you going to assess the success of the learning?

• Where would you like me to sit while observing?

• How would you like to handle my presence in your classroom?

Donna Qualters, Director of CELT at Tufts University

Observing students, content,

and process* can be difficult.

*Environment

*Methodology*Non-verbals

When taking notes during

observations:• Record what you see

• Record what you “don’t see”

• Use non-judgmental language

• Be aware of your biases

• Record specific language where possible

• Don’t forget your wonderments*

*Wonderment: anything about which you might wonder during observation

Donna Qualters, Director of CELT at Tufts University

Effective post-observation feedbackShould be

positive and

constructive

Refers to specific, observe

d behavior

s

Limited in

amount

Occurs in

appropriate

location

Ends with an action plan

Donna Qualters, Director of CELT at Tufts University

Giving effective feedback

Use “I” messages Instead of “What’s the point of that activity?”“I’m having trouble understand how the group activity met the learning goals”

Donna Qualters, Director of CELT at Tufts University

Giving effective feedback

Instead of “You had great rapport with your class”“I saw you call students by name, and look directly at them as you spoke”

Use descriptive language

Donna Qualters, Director of CELT at Tufts University

Giving effective feedback

Instead of “Students seemed bored in class”“When you were lecturing, I noticed several students packing up to leave”

Avoid Interpretation

Donna Qualters, Director of CELT at Tufts University

Giving effective feedback

Why don’t you try a one-minute paper and let me know how it goes”

“Let’s touch base via e-mail in a week and see if the new actions helped”

Collaborate on an Action Plan

Donna Qualters, Director of CELT at Tufts University

Practice Makes

Progress!

Challenges in offering feedback to colleagues?

• Be open-minded. • Follow protocols.• Encourage self-assessment

and problem solving.• Finish with an action plan.