OBJECTIVES To clarify terminology To differentiate among the
OBJECTIVES To clarify terminology To differentiate among the roles of participants in peer review To know the “nuts and bolts” of peer review To distinguish between formative and summative evaluation in peer review To apply the Johari window to peer observation To give constructive feedback
Introduction Terms: peer review, peer evaluation, peer observation A process of peer review of ? ? ? • Defined by the institution • Defined by the dept • Combination Observation of teaching behaviors
Peer Review: What? Teaching Research • Discipline-based Service
Effective Teaching Understanding of content Presentation Explain abstract concepts clearly and simply Create pleasant and workconducive environment
PET: When ? • • Hiring Retention Promotion and Tenure Post-tenure review Annual review 5 year cumulative evaluation When there’s a problem
PET: How Philosophy Evidence of learning Student evaluations Syllabi, course assignments, assessment techniques
More hows: Student comments/feedback/interviews Connecting teaching and learning Videotaping Observation, classroom visitation Combination (3 legged stool)
PET: Who Your students Your colleagues
Student Evaluations Only one piece of the pie Primary purpose=evaluation Problems • Standard form • General questions • End of semester Formative evaluation
Difficult to assess or be assessed Faculty recognize potential benefits as formative tool for improving instruction Serious doubts about use in summative evaluation Confusion about use Internal politics
Resistance to peer evaluator Doesn’t like women faculty Isn’t a good teacher him/herself Will judge one hour of teaching out of 40 Will observe a class with less interaction than normal OR Has never been supportive of me
Major concerns No need No interest No trust No hurry No ability
UTK General Questions • Is material appropriate for course being taught? • Are methods used for student evaluation fair, appropriate, well executed? • Is general quality of material satisfactory?
The Johari Window Known to Self Known to Others I Open to self and others Unknown to Self III Blind to self (feedback) ↑ Unknown to Others ↑ II Hidden to others (self-disclosure) IV Unknown (potential) 14
The Johari Window: Beginning Known to Self Known to Others I Open Unknown to Self III ←Blind (feedback) ↑ Unknown to Others ↑ II Hidden IV ← Unknown (potential) 15
The Johari Window: End Known to Self Known to Others I Open Unknown to Others ↑ II Hidden Unknown to Self III ←Blind (feedback) ↑ IV ← Unknown (potential) 16
Observation of Teaching • Initial meeting – Identify goals/objectives – plans • Observation • Discussion (aka Feedback) – Question, probe for examples, ask for suggestions
Initial Meeting Build rapport Share objectives Resolve concerns
Giving Constructive Feedback Begin with strengths Behavior not personality Specific Descriptive “here and now” Perceptions and feedback Don’t force Limit amount of feedback
Buying Signals Posture changes Movements Appearance Language
Receiver’s responsibility Actively participate Refrain from defensiveness Ask for specific examples Summarize main points (clarify) Share feelings
New ideas, methods, alternative strategies? ? Books, journals • Teaching libraries Peers • Ideas and support • Cross discipline sharing • Pedogogical colloquia about teaching Observe others • • Peers Workshops Videotapes Portfolios
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