Suggestions for Examining Instructional Materials
The instructional materials that an instructor designs and/or chooses are important vehicles for student learning. Ideally, instructional materials complement and support the work that occurs during instructional sessions and the work students do individually or in groups outside of class. Most observers will find it helpful to review the instructional materials for a course before observing a session, although some may prefer to observe first. Below is a brief description of the kinds of materials an observer can review and the characteristics of effective materials -- i.e., materials that are likely to enhance student learning.
Examples of materials to be reviewed:
1. Course syllabus and schedule
2. Course readings
- Textbooks
- Photocopies (with appropriate permission) of journal articles, book chapters, or other article-length materials
- Web-based materials
3. Instructor-prepared handouts
- Instructional supplements
- Directions for in-class or field-based activities (e.g., lab manuals, discussion questions, field observations, etc.)
- Instructions for graded assignments
- Information supporting evaluation of student work (e.g., rubrics, feedback forms, etc.)
4. Examinations and quizzes
5. Samples of student work with instructor comments
Note: Student work samples must have identifying information removed. The instructor must obtain written permission from the student prior to sharing the student's work with any peer reviewer.
6. Other instructor-prepared materials - lecture notes, PowerPoint slides, etc.
Qualities of effective instructional materials:
1. Goals and objectives are
- Clearly stated
- Appropriate to the level of the course
- Relevant to the content of the course
- Appropriate to the role of the course in the major, concentration, and/or General Education curriculum
- Appropriately sequenced
2. Instructional content is
- Appropriate to the level of the course
- Relevant to the course objectives
- Sufficiently varied to meet the diverse learning needs of students
- Of appropriate breadth and depth
- Appropriate to the role of the course in the major, concentration, and/or General Education curriculum
- Appropriately sequenced
- Reflective of alternative perspectives, theories, or points of view
3. Work expected of students is
- Appropriate to the level of the course
- Relevant to the course objectives
- Consistent with the role of the course in the major, concentration, etc.
- Sufficiently varied to the meet the diverse learning needs of students
- Clearly described
- Complementary to class sessions and readings
- Supported by clear criteria for evaluation
4. Feedback to students is
- Clear
- Consistent with criteria for evaluation
- Appropriate to the level of the course
- Helpful to students in pursuing the course objectives
- Concrete and constructive, noting strengths as well as weaknesses and suggesting directions for improvement
- Neither too much (overwhelming) nor too little (uninformative)
