Suggestions for Observing Instruction
There are many styles of effective teaching. The pedagogical choices a faculty member makes are influenced not only by his or her distinctive skills and preferences, but also by the content and objectives of his or her instruction and the array of learning styles among his or her students. Consequently, the following suggestions for peer reviewers assume that effective instructional practices vary, not simply from one instructor to another, but even from one instructional session to another. No instructor would be expected to engage in all of the behaviors in any given session; some are mutually exclusive, and others might be inappropriate to the learning objectives for that particular session. Peer reviewers should meet with the instructor prior to observation to learn more about the course as a whole and the objectives for the session to be observed.
Content-Related Behaviors
- Introduces and/or identifies fundamental theories, constructs, or generalizations
- Explains important substantive concepts clearly
- Defines, explains, or illustrates important methodological terms and concepts
- Provides factual information
- Relates content to knowledge and skills required by professionals in the field
- Demonstrates analytic and/or creative processes distinctive to the discipline
- Introduces facts, concepts, theories, or methods from other disciplines as appropriate
- Shows relation of theory to practice
- Suggests implications of an idea, position, or theory
- Provides opportunities for students to apply disciplinary skills or methods to new issues, topics, or situations
- Uses disciplinary tools in analysis, interpretation, or performance
- Considers recent and/or classic scholarship
- Corrects, or helps others correct, errors in information provided by others
- Introduces and/or elicits a variety of opinions
- Presents material appropriate to students' preparation
- Provides details to help support and elaborate on generalizations
- Relates course topics to recent events, issues, or controversies
- Provides information on recent development within the field
- Gives students references for information presented
- Shows relation of topic to students' lives and to overall goals of the course
- Raises relevant moral, social, and/or religious questions
- Considers alternative religious, moral, and/or political perspectives as appropriate
- Incorporates content beyond the syllabus
- Acknowledges limitations in knowledge or expertise
- Presents own opinions and ideas on topic
- Assists students in developing informed positions and perspectives
- Provides a broad disciplinary framework for the day's topics
Communication-Related Behaviors
- States goals and objectives for classroom activities clearly
- Maintains connection with students (eye contact, movement, gesture, tone of voice, etc.)
- Allows ample time for students to process and record information
- Uses illustrative and/or interactive materials (computer, slides, video, audio, etc.)
- Encourages questions
- Listens and responds clearly to questions
- Invites other students to respond to students' questions
- Poses questions that are understandable
- Poses questions that stimulate discussion
- Provides opportunity for all to participate
- Gives students time to respond
- Arranges room to facilitate effective listening and speaking
- Fits communication strategy to size of group
- Varies classroom activities to adapt to different learning styles (visual, oral, aural, kinesthetic)
- Intervenes appropriately during long pauses (e.g., allows enough time for participants to think, but not so much that discussion flounders)
- Summarizes key points of presentation or discussion
- Provides variety of instructional methods throughout class period and course
- Seeks and provides feedback
- Provides "signposts" in lecture and/or discussion to help students follow the organization of ideas
Climate-Related Behaviors
- Shows interest in the topic
- Shows interest in students
- Elicits information about students' needs, concerns, and interests
- Notes and responds to signs of inattention, misunderstanding, or confusion
- Treats students equitably, irrespective of gender, ethnicity, learning style, etc.
- Uses humor appropriately
- Helps to create and foster an environment of respect
- Pays attention to physical comfort and needs of students (temperature, positioning, need for a break, etc.)
- Begins and ends class on time
- Makes time for further discussion, assistance, or questions outside of class
- Encourages students to learn from each othe
