![]() See the section below for an overview of some common stumbling blocks and possible solutions. Identify the purpose of the observation and decide how you will use the results.Inviting faculty input on all of the considerations below will help ensure that the observation system addresses their expectations, concerns, and goals. ![]() You might choose to include the documentation in your teaching portfolio. Save any observation documentation and your notes in a secure place so that you’ll have a record of the experience for future reference.Once you decide which feedback to act upon, create a plan for when and how you will implement the observer's suggestions. It might be helpful to list out in writing which suggestions you do and don’t want to take. Put aside some time to reflect on the observation and follow-up discussion.If you’re looking for direction during the post-observation discussion but are not getting the constructive criticism you were hoping for, invite specific, honest feedback by asking “What’s one thing you see me doing, or failing to do, that’s getting in my own way?” ( Stone & Heen, 2014 ).Consider that there are multiple effective approaches to teaching, and think of the observation as an opportunity to examine your teaching from a new perspective. It’s unlikely that you and the observer share the same assumptions about learning, use the same teaching methods, or have the same level of comfort with new technologies. Pair each opportunity with possible strategies and ideas that the instructor can try that same quarter. ![]() Focus your summary remarks and follow-up discussion on only one or two areas for improvement. For praise to be meaningful, it should be deserved and specific rather than gratuitous and vague. Helping instructors identify their strengths is just as important as pointing out areas for improvement. Balance constructive criticism with genuine, specific praise.Avoid arriving or leaving midway through the class, and refrain from participating in class discussion and group activities. Be as unobtrusive as possible when visiting face-to-face classes to put both the students and the instructor at ease.Letting the teacher take the lead is particularly important when the observation is intended to be formative. Ask the instructor what his goals and areas of concern are and use them to guide your feedback. When the instructor has agency, she will be more open to feedback and more likely to try out the strategies you suggest. Work with the teacher to decide on the focus of the observation.Consider that there are multiple effective approaches to teaching, and think of the observation as an opportunity to learn from your colleague. It’s unlikely that you and the teacher share the same assumptions about learning, use the same teaching methods, or have the same level of comfort with new technologies. Students, for example, are better positioned than one-time peer observers to assess fairness in grading practices and the clarity of instructor explanations and expectations. ![]() Personnel decisions, it should be considered as just one of multiple measures. Finally, data collected through teaching observations is frequently unreliable, and if used for What constitutes effective teaching can create a communication barrier between the observer and instructor. First, they require a significant investment of faculty and administrator time in order to be worthwhile. However, observations have their limitations and challenges. Observations can also provide faculty with feedback on aspects of their teaching that students are not as qualified as peers to evaluate, such as the instructor’s content expertise or their implementation of specific teaching methods. When done well, teaching observations build community among colleagues and encourage both the observed teacher and the observer to reflect on their teaching, helping them to continuously develop and improve their practice. This page is for faculty who observe others’ courses, faculty whose courses are observed, and administrators hoping to develop or revise a peer observation process for faculty in their departments.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |