![]() Peer Review of Teaching: Instructors can ask a trusted colleague to observe their classroom and give them feedback on their teaching. They will also conduct small group feedback sessions with an instructor’s students to provide non-evaluative, anonymous conversation notes from students in addition to the traditional survey format. If instructors are interested in sustained feedback over time from a student perspective, then they can also participate in the Pedagogical Partners program. The Poorvu Center offers consultations regarding mid-semester feedback data collected. They can seek out other ways to assess their practices to accompany student evaluation data before taking steps to modify instruction. Because of potential bias, instructors should consider student evaluations as one data source in their instruction and take note of any prevailing themes (Basow, 1995 Watchel, 1998 Huston, 2005 Reid, L. Student Evaluations (Midterm and End-of-Term): In many courses, instructors obtain feedback from students in the form of mid-semester feedback and/or end-of-term student evaluations. The University of Washington CTL offers best practices for creating a teaching portfolio. Faculty who complete the program will receive a contribution to their research or professional development budgets. The Poorvu Center offers an opportunity for faculty new to Yale to complete a teaching intensive and reflective program, the Faculty Teaching Academy, which includes a culminating portfolio. Teaching Portfolio: A more time-intensive practice, the teaching portfolio invites instructors to integrate the various components of their teaching into a cohesive whole, typically starting with a teaching philosophy or statement, moving through sample syllabi and assignments, and ending with evaluations from colleagues and students.Though less focused on classroom practices, a portfolio is an opportunity to reflect on teaching overall. Some Yale classrooms have video cameras installed for lecture capture, which instructors can then use for their self assessment. Video-Recorded Teaching Practices: Instructors may request the Poorvu Center to video record their lessons while conducting a classroom observation, or instructors can video record themselves while teaching and use a classroom observation protocol to self-assess their own practices. student- versus teacher-centered practices). Inventories are typically designed to assess the extent to which particular pedagogies are employed (e.g. Teaching Inventories: A number of inventories, like the Teaching Practices Inventory (Wieman and Gilbert, 2014), have been developed to help instructors assess and think more broadly about their teaching approaches. The instructor writes general thoughts about the day’s lesson and might reflect on the following questions: What went well today? What could I have done differently? How will I modify my instruction in the future? ![]() Scheduling a dedicated time during the 5 or so minutes after class to write their entries will ensure continual engagement, rather than hoping to find a moment throughout the day. Reflection Journals: Instructors might consider capturing a few details of their teaching in a journal to create an ongoing narrative of their teaching across terms and years. Because each semester’s students and their needs are different, reflective teaching is a continual practice that supports effective and student-centered teaching. For example, reflective teaching may include self-assessment, classroom observations, consideration of student evaluations, or exploration of educational research. ![]() This critical analysis can draw on a variety of sources: Brookfield (2017) lays out four crucial sources: “students’ eyes, colleagues’ perceptions, personal experience, and theory and research.” Instructors can use various tools and methods to learn from these sources and reflect on their teaching, ranging from low-key to formal and personal to inter-collegial. When teaching reflectively, instructors think critically about their teaching and look for evidence of effective teaching. ![]() Reflective teaching involves examining one’s underlying beliefs about teaching and learning and one’s alignment with actual classroom practice before, during and after a course is taught. This process requires information gathering, data interpretation, and planning for the future. When instructors engage in reflective teaching, they are dedicating time to evaluate their own teaching practice, examine their curricular choices, consider student feedback, and make revisions to improve student belonging and learning. ![]()
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