Teaching Tip # 14: Reflecting on a Teaching and Learning Episode

Ideas in our mind are invisible powers which shape our choices and understandings unconsciously, it is important to bring them into the conscious level for deliberate evaluation.
Searby & Tripses (2011). Going to the balcony: Two professors reflect and examine their pedagogy: International Journal for the Scholarship of Teaching and Learning Vol. 5:1.

If you have taken on teaching as your career, you know you will need to do a lot of reflecting. You will start to see patterns between the way you set up the learning opportunity and your own behaviors and the reactions you get from learners. Over time, you will need to make both macro-changes to the set up of your classes and micro changes to your own actions to enhance focus, retention, and engagement. An example of a macro-change would be adding a 5-7 minute interactive activity at the start, or in the middle, of a two-hour class, if you have traditionally had only lecture or individual seat work over a class period (see Learner Activities/Pair or Group Work section in the Teaching Observation and Reflection Form below). This is a macro-change, as it will require you to plan groupings, design short, solvable tasks that match the course outcomes and evaluations, give clear instructions, circulate for group chats, monitor and manage higher energy levels, and pull everyone back in for a group debrief. A macro-change requires global teaching skills. Learners notice the change. An example of a micro-change would be pushing yourself to ensure you move away from the podium area, if your tendency has been to stay within 2 meters of it (see seating chart at the end of the Teaching Observation and Reflection Form). Moving from the front to the far side of the board or the back of the room to show that you engage with those sections too is a microchange. It is mostly about you and your comfort levels. A micro-change can have a quite dramatic effect, but is incremental. I started working with observation forms for teaching when I was involved with a program called ISW (Instructional Skills Workshops). I then became a facilitator with CEDP (College Educator Development Program), started teaching in Conestogas TESL (Teaching English as a Second Language) Program, and, most recently, began observing teachers and talking about SATs (Student Appraisals of Teaching) as part of my work with the Professional Development Department. The attached Teaching Observation and Reflection Form is a combined effort of many parties, as it has been revised during each of these opportunities. I have found this current version really helpful, as it incorporates the language from the SATs so the teacher and students are thinking about the same items and terminology. Below are suggested steps based on the PDSA (Plan-Do-Study-Act) Cycle used in continuous quality improvement (CQI).

Conestoga College Professional Development Department, Kathryn Brillinger

7. Implement or adjust the change and start again

1. Note what is going well on the Teaching Observation and Reflection Form

2. Highlight the area(s) you want to improve

6. Reflect on the process, your reactions, and student response.

Continuous Quality Improvement in Teaching

3. Plan a macro or micro change

5. Teach a class noting observations for area(s)

4. Identify criteria to measure the change

Real Life Example from Conestoga (used with permission) An Anatomy and Physiology professor found students were not coming to class prepared. Observation revealed that the class always started with a teacher-led review, then a lecture on new material. I suggested a macro-change. The students and the whiteboards were divided into 5 groups of 7 next class. When students came in, they were assigned to a group, given whiteboard markers, and asked to join a section. Each group had to draw and label all parts and processes from the last class body system without referencing the text or looking at the other groups work. After 10 minutes they had 5 minutes to check the text. The teacher observed students energy increase as they saw what they could recall, how they needed to review, and challenged each other a bit with what they retained. The teacher then went briefly to each section reviewing and making corrections. This teacher found this change useful and it was implemented as a regular practice. Each class the students have been better prepared both for the review and the next system lecture. They have also increased engagement with the teacher as the drawings lead to humor and conversation. By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest. Confucius
Conestoga College Professional Development Department, Kathryn Brillinger

Teaching Observation and Reflection Form

Name: Date: Course: Observer (if applicable):

Set-up/Bridge-In/Stimulus:

Comments:

class starts on time, organized, students greeted

captures interest with field specific grabber

has visual, auditory, and kinaesthetic appeal

activates prior knowledge (schema)

creates positive atmosphere

makes it clear to the learners that lesson is appropriate to this group at this time

verbal or board agenda provided to orient students to plans

objective is made clear and tied to course outcomes, evaluation, and future professional work

Conestoga College Professional Development Department, Kathryn Brillinger

Teaching Point: ____________________________________________

Presentation/Knowledge Sharing:

uses appropriate teaching technique for skill or strategy (lecture, demonstration, case study, _________)

sequences material appropriately

uses questioning and discussion techniques and promotes independent thinking

uses relevant/useful examples

clarifies points/answer questions appropriately

is organized and well planned, uses time effectively

gives clear/adequate explanation of how and why of targeted skill/ course content

uses screen, board, textbook, realia, resources: __________________

ties content/skill to mode of evaluation

Conestoga College Professional Development Department, Kathryn Brillinger

Learner Activities/Pair or Group Work logical practice of teaching point Comments:

includes clear instructions

requires/encourages participation

considers all learning styles

relevant to level/adults/profession

Classroom Atmosphere treats students with respect Comments:

maintains energy and enthusiasm

uses students names

students appear comfortable asking questions and giving opinions

manages classroom behaviour

any unexpected comments, events are handled calmly/empathetically

Conestoga College Professional Development Department, Kathryn Brillinger

Teaching/Learning Materials clear, neat, correct, organized and attractive Comments: useful learning tools

provide useful examples

uses authentic context

any sources acknowledged

appropriate to level/ for adults

General Teaching Skills validation (affirmation, praise, elaboration, personalization) is adequate Comments:

use of the voice (clarity, volume, tone, intonation, speed) is effective

proxemics (placement, movement, blocking etc.), bearing, manner support the teaching

gestures and eye contact (to materials, class, self) help focus learners

timing and pacing work well, balances periods quiet and noise/listening and talking over the class period

teacher talk is appropriate to level, for adults, for topic etc.

Conestoga College Professional Development Department, Kathryn Brillinger

ends on a forward-looking note, offer of additional help or resources

class ends on time

Class Set Up and Teacher Proxemics

Screen

Whiteboard

Whiteboard

Podium

Conestoga College Professional Development Department, Kathryn Brillinger