1. Effective Peer Observation:

2. Following this session, participants should be able to: identify characteristics of effective teaching in various settings. apply the protocols for successful peer observations and effective feedback.

3. How can we recognize good teaching? Click on photo to launch video

4. are experts in their subject matter. treat teaching as a serious intellectual pursuit. have high expectations of students. have strong trust in students’ desire and ability to learn. assess learning based on clear objectives engage students for deep, life-long learning. The best college teachers… Bain, Ken. What the Best College Teachers Do. Cambridge: Harvard University Press, 2004. Print. but each demonstrates these characteristics differently!

5. Brinthaupt, T. M., et al. "What the Best Online Teachers Should Do." Journal of Online Teaching. Merlot, Dec. 2011. Web. 5 Sept. 2014.. What does it look like online?

6. Protocol for Effective Observations Protocol droids are vital in smoothing differences encountered by the many far-flung cultures interacting on a regular basis throughout the galaxy and the college. C-3PO: Professor, I must really insist that you follow the Pre-observation VisitObservation VisitFollow-up Visit

7. Pre-Observation Visit On what aspects of your teaching would you like feedback? What are your concerns or questions? What is the class structure? How are you going to assess the success of the learning? Where would you like me to sit while observing? How would you like to handle my presence in your classroom? Donna Qualters, Director of CELT at Tufts University

8. Observing students, content, and process* can be difficult. *Environment *Methodology *Non-verbals

9. When taking notes during observations: Record what you see Record what you “don’t see” Use non-judgmental language Be aware of your biases Record specific language where possible Don’t forget your wonderments* *Wonderment: anything about which you might wonder during observation Donna Qualters, Director of CELT at Tufts University

10. Effective post-observation feedback Should be positive and constructive Refers to specific, observed behaviors Limited in amount Occurs in appropriate location Ends with an action plan Donna Qualters, Director of CELT at Tufts University

11. Giving effective feedback Use “I” messages Instead of “What’s the point of that activity?” “I’m having trouble understand how the group activity met the learning goals” Donna Qualters, Director of CELT at Tufts University

12. Giving effective feedback Instead of “You had great rapport with your class” “I saw you call students by name, and look directly at them as you spoke” Use descriptive language Donna Qualters, Director of CELT at Tufts University

13. Giving effective feedback Instead of “Students seemed bored in class” “When you were lecturing, I noticed several students packing up to leave” Avoid Interpretation Donna Qualters, Director of CELT at Tufts University

14. Giving effective feedback Why don’t you try a one-minute paper and let me know how it goes” “Let’s touch base via e-mail in a week and see if the new actions helped” Collaborate on an Action Plan Donna Qualters, Director of CELT at Tufts University

15. Practice Makes Progress!

16. Challenges in offering feedback to colleagues?

17. Be open-minded. Follow protocols. Encourage self-assessment and problem solving. Finish with an action plan.