Teaching Observation Process and Form

Below are resources related to the new teaching observation process and form.

Video explaining the new form and process:

Teaching Observation form (includes an explanation of the 4-part process): Teaching Observation Form 05 22 2019

Here is a quick reference of the observation categories and examples (also found on the Teaching Observation Form):
Resources – Teaching Observation Categories and Examples Only 06052019

For online teaching observation of fully online courses, the same form (above) is used. Here is a document that provides clarification and resources specifically related to observing online teaching: Online Teaching Observations 02192019

Resources: Teaching Best Practices

Related to General Teaching Best Practices

Nilson, L. Burzotta. (2016). Teaching at its best: a research-based resource for college instructors. 4th ed. San Francisco, CA: Jossey-Bass.

Nine Principles for Good Practice in Teaching and Learning: https://www.cuw.edu/academics/services/faculty-staff-resources/celt/nine-principles.html

Related to Organization and Clarity

Stanny, C., (2017). Clarity and organization in the classroom improve student learning. University of West Florida Fall 2017 Teaching Tips. Retrieved from https://uwf.edu/academic-affairs/departments/cutla/teaching-tips/fall-2017-teaching-tips/clarity-and-organization-in-the-classroom-improve-student-learning.html

Related to Presentation Skills

Washington University. (2009). Improving presentation style. Retrieved from https://teachingcenter.wustl.edu/resources/teaching-methods/lectures/improving-presentation-style/

Related to Instructor Presence and Rapport

Cavanah, S. R. (n.d.). How to make your teaching more engaging – Advice Guide from the Chronicles of Higher Education. Retrieved from https://www.chronicle.com/interactives/advice-teaching

Cooper, K. M., Haney, B., Krieg, A., and Brownell, S. E., (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. Cell Biology Education—Life Sciences Education, 16 (Spring), 1-13. Retrieved from https://www.lifescied.org/doi/10.1187/cbe.16-08-0265

Western Washington University, (2018). Teacher presence. Retrieved from https://www.wwu.edu/teachinghandbook/teaching_delivery/teacher_presence.shtml

Related to Instructional Strategies

Harrington, C., & Zakrajsek, T. (2017). Dynamic lecturing: Research-based strategies to enhance lecture effectiveness. Sterling, VA: Stylus.

Howard, J. (2019, May 23). How to hold a better class discussion – Advice guide from the Chronicles of Higher Education. Retrieved from https://www.chronicle.com/interactives/20190523-ClassDiscussion

Related to Teaching Online

Briggs, A. (2015). Ten ways to overcome barriers to student engagement online. Academic Technology at the College of William and Mary. Retrieved from http://at.blogs.wm.edu/ten-ways-to-overcome-barriers-to-student-engagement-online/

Darby, F. (n.d.). How to be a better online teacher – Advice guide from the Chronicles of Higher Education. Retrieved from https://www.chronicle.com/interactives/advice-online-teaching

Instructor Self-Assessment: Tools and Techniques

“A good teacher teaches and learns” (Chan, 2010). Evaluating your own teaching is an excellent way to identify strong aspects of your work and areas of improvement.

Here are some resources to get you started.

This link from the University of Hong Kong describes different self-evaluation methods and includes additional online resources.

This link from the University of Texas at Austin offers a step-by-step guide for developing your self-assessment plan.

 

 

Chan C.(2010) Assessment: Evaluating your own Teaching, Assessment Resources@HKU, University of Hong Kong [http://ar.cetl.hku.hk]: Accessed March 31, 2014 from http://ar.cetl.hku.hk/evaluate_teach.htm#2.