Classroom Visits

Background

Many faculty have asked the DCAL directors to form an informal mentoring network around teaching and learning at Dartmouth. We have a diversely talented teaching faculty at Dartmouth and we can learn a great deal from each other. DCAL will get this informal network started by setting up a system for visiting colleagues' classes, not for evaluation purposes, but for sharing and learning from each other. The goals of the classroom visits are to enable faculty to share and reflect on their teaching approaches.

DCAL will support classroom visits by holding a discussion to get people connected at the beginning of each term.

Recommendations

To ensure that classroom observations are useful and enjoyable for both the observers and instructors we recommend the following:

1. Before the Classroom Visit:

1. Meet or exchange email before the classroom visit takes place to discuss a focus for the classroom visit (e.g., focus on lecturing style or use of small groups in class) and share information. One option is to use or adapt the pre-observation form developed by DCAL.
2. Instructors should give the observer access to their Blackboard site or website or a copy of their syllabus and other supporting material that might be useful prior to the visit.

2. Classroom Visit:

1. The observer should arrive early to class.
2. The instructor should briefly introduce the observer.
3. The observer may opt to use or adapt the observation form developed by DCAL. Alternatively, they may simply take notes or observe a specific aspect of the class session as agreed upon prior to the visit.

3. After the Classroom Visit:

1. The observer and instructor should meet or exchange email within a week or so of the classroom visit.
2. The instructor should self-evaluate the class session. What was successful? Less successful? Was this a typical performance?
3. The observer should provide honest, constructive feedback. Focus on the teaching and be open to new/different teaching strategies. Some examples of useful, constructive feedback are given in the Constructive Feedback Form, which was developed at the University of Minnesota.

Forms

The following forms are available and are meant simply to provide some ideas. They should be adapted as necessary to meet your specific goals.

• Pre-Observation Guidelines
• Observation Notes
• Constructive Feedback
• Post-Observation Guidelines

Based on:

Center for Teaching and Learning (CTL) at the University of Minnesota website. http://www1.umn.edu/ohr/teachlearn/resources/peer/index.html

Linse, Angela R. (2006). “Faculty Peer Evaluation of Teaching,” Peer-to-Peer Protocols: Faculty Peer Evaluation of Teaching, Winter Teaching & Learning Conference, Temple University, January 12, 2006.