We all have blind spots in our work. For instructors, one way to shed light on these blind spots is to invite a colleague into our classroom for a collaborative peer observation. This non-evaluative, non-judgmental approach creates shared ownership of the challenges we face as practitioners. The use of a structured protocol for observing instructor actions, student actions, and instructor/student interactions serves to hold up a mirror so that we can see our teaching in a different light and have autonomy in making changes that align with our values.
In this workshop, participants will develop skills to help them conduct a formative classroom observation using a peer review model in which goals for the observation are established, an in-class observation is performed, and data from the observation is discussed during a follow-up feedback session. Multiple observation instruments will be introduced so that faculty can select the instrument that they feel aligns best with their classroom characteristics, instructional approach, and goals for the observation. Each faculty participant in the workshop will partner with a peer to experience the process both as a teacher and observer.
- Two sessions to choose from:
- Thursday, January 30, 2020, 3:30 p.m. – 5 p.m.
- Friday, January 31, 2020, 10:30 a.m. – 12 p.m.
- Location: Building F, Room F315
- Facilitators: Michael Bates, Dean, Teaching, Learning, and Distance Education; Stephanie Whalen, Academy Chair
- CEUs: 0.5 (awarded after workshop attendance and completion of observations as both observer and teacher)
Questions? Please contact the Academy at 847.925.6174, firstname.lastname@example.org.