1. Classroom Observations
Evaluating Teaching,
Classroom Observations

2. Malcolm Gladwell in Most Likely to Succeed discusses “quarterback problem”
Difficulty of predicting success in quarterbacks similar to predicting success in teaching
“Test scores, graduate degrees, and certificates—as much as they appear related to teaching prowess—turn out to be as useful in predicting success as having a quarterback throw footballs into a bunch of garbage cans.”

3. Dee Fink “Evaluating Teaching: A New Approach to an Old Problem”

4. What Constitutes Exemplary Teaching?
Intellectual Excitement
Technical Expertise
Organization
Clarity of Communication
Engaging Presentation.
Interpersonal Rapport
Interest in students as individuals
Interest in students’ learning
Receptive to students’ preferences about assignments and policies

5. Dee Fink “Evaluating Teaching: A New Approach to an Old Problem”

6. Dee Fink “Evaluating Teaching: A New Approach to an Old Problem”

7. Activity: Classroom Observation
You have been assigned to observe a teacher in action. Create a list of things you will look for and consider. When prompted, share your list with others at the table.

8. Teaching Assessments Worksheet

12. Student Assessments
Peer Assessments
Self-Assessment

13. Major contributors to student motivation. instructor’s enthusiasm,
instructor’s enthusiasm,
relevance of the material,
organization of the course,
appropriate level of difficulty of the material,
active involvement of students,
Variety of activities,
rapport between teacher and students
and use of appropriate, concrete, and understandable examples.
Tools for Teaching, Barbara Gross Davis

14. “Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn.”
Tools for Teaching, Barbara Gross Davis

15. A Model for Teaching Structured organization
Based on learning objectives
Appropriate to the subject matter
Varied, to appeal to different learning styles
Engaging presentation
Clear written and verbal communication
High degree of contact with students
Physical models & demonstrations
Enthusiasm
Positive rapport with students
Frequent assessment of student learning
Classroom assessment techniques
Out-of-class homework and projects
Appropriate use of technology

16. Student Assessment
Dr Evans – MC300 (Fundamentals of Engineering Mechanics and Design)
Dr. Evans was a great instructor. He was always motivated, and always taught the lessons with enthusiasm. He made us think when we thought we did not know the answer. He cared about us and our learning all semester.
Dr. Evans is the man.
Great teacher, very enthusiastic. Helped during the 'gray period'
Dr. Evans was a very good instructor. He cared about his students, was enthusiastic about the course material, and he really engaged students in the classroom. My learning was substantially influenced by his teaching method.
The teacher's nerdy enthusiasm for the course and materials (pun intended). As a Civil major, it was nice having Dr. Evans explain the real world aspects to civil engineering of the simple concepts that we were learning..

17. Student Assessment

18. Research on Student Ratings
PERCEPTION #1: Students lack the wisdom and experience to assess teaching effectiveness.
REALITY: Student ratings correlate highly with ratings by:
Faculty peers
Administrators
Alumni
Graduating seniors

19. Research on Student Ratings
PERCEPTION #2: Students who give an instructor low ratings today will come to appreciate that instructor in later years.
REALITY: Student ratings are highly stable over time.

20. Research on Student Ratings
PERCEPTION #3: Student ratings are just popularity contests. Easy graders get higher ratings.
REALITY:
Teachers who assign more work are rated as most effective.
Teachers who assign more difficult work are rated as most effective.
There is little or no correlation between grading practices and student ratings.

21. Research on Student Ratings
PERCEPTION #4: There is no significant correlation between student ratings and student learning.
REALITY: Teachers rated as most effective by students tend to be those whose students:
Perform best on achievement tests
Score higher on common exams
Elect advanced courses in those same subjects
Choose to major in those subjects

22. Research on Peer and Self-Ratings
Peer ratings show poor internal consistency.
Self-ratings correlate poorly with student ratings.
Both can be improved substantially using:
Structured procedure.
Structured assessment instrument.