十大博彩推荐排名州立大学致力于 教学卓越. Peer 观察 is a means of enhancing the quality of teaching and learning, 并支持有效的教师发展. The benefits of successful peer 观察 of teaching include:
- Preventing pedagogical solitude by making teaching more visible and encouraging ongoing critical reflection and development among faculty about the quality of their teaching (Gosling, 2013).
- Fostering a community around the scholarship of teaching and learning through the diffusion of evidence-based practices (Lane et al., 2020).
- Demonstrating to students departmental commitment to effective teaching practices (Sullivan, et al., 2012).
- Providing qualitative evidence to supplement student evaluations which generally focus on their levels of satisfaction rather than any deep perspectives on pedagogy (O’Keefe et al., 2009).
观察结果可以是 造型的, offering 信息 focused on helping instructors improve their teaching, or 总结性, focusing primarily on evaluation for personnel decisions or the like. 有些观察可能结合了这两种类型. Regardless of the type, 观察s are most valuable when they allow the instructor to 更清楚地看到他们的教学 both in terms of what is working well and what could be improved.
Peer evaluations should be based both on class 观察s 复习课程材料, 比如教学大纲, 阅读, 和评估, 由部门或项目决定. The most effective 观察s follow a clear process and use a form or template developed or adopted by a department or program.
观察模板
同行观察的最佳实践
关键部件
- a的选择 双方方便的日期; the class to be observed should include instruction (not primarily an exam, 例如).
- A pre-观察会议 (virtual or in person) to discuss the process and allow the observer an understanding of the context of the session to be observed, or, 在异步在线课程中, the extent of the course to review (including which module[s]).
- 实际的 观察. 对于异步在线课程, the 观察 may take a different form and include reviewing a particular Canvas module, 例如. The reviewer should have access to the course for at least three weeks, 留出时间进行审查和跟进, 根据需要.
- A 书面报告, possibly amended after the 观察后反馈会议.
- A 观察后反馈会议 (virtual or in person) that entails review of the 观察 and an exchange of ideas between the observer and observed instructor about what went well and strategies for improvement (Siddiqui et al., 2007).
过程 |
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| Pre-观察会议
预计时间:15-20分钟
|
观察员和教员会面:
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| 进行观测
预计时间:上课时间
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观察者应该:
观察者不应:
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| 观察报告
预计时间:30-60分钟 |
观察者应该 provide a 书面报告 that includes both the summary or log of the session and feedback on the class and any other materials provided. Ideally this is provided to the instructor within one-two weeks of the class observed.
Much as is the case with feedback we offer students, effective peer feedback is:
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| 观察后反馈会议
预计时间:20 - 25分钟 |
Observer and instructor should meet soon after the session and sharing of the report for further discussion or debriefing:
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高斯林,D. (2013). 协作式的同行支持的教学评审. 在J. 萨克斯 & M. Parsell (eds.). Peer review of learning and teaching in higher education: International perspectives (pp. 13-31)，多德雷赫特斯普林格.
巷,. K.麦卡尔平，J. D.厄尔，B.费奥拉，S. 刘易斯,J. E. (2020). 创新的教学知识与用户同在. Proceedings of the National Academy of Sciences of the United State of America. http://doi.org/10.1073 / pnas.2012372117
奥基夫,M.勒库特尔，A.米勒，J., & 麦高文U. (2009). The colleague development program: A multidisciplinary program 观察 partnerships. 医学的老师, 31, 1060-1065.
西迪基,Z. S.Jonas-Dwyer, D., & 卡尔,年代. E. (2007). 同侪观察教学的12个技巧. 医学的老师, 29, 297-300.
沙利文,P. B.扣，A.尼基，G., & 阿特金森,年代. H. (2012). Peer 观察 of teaching as a faculty development tool. BMC医学教育, 12(26), 1-6.
改编自 Peer Observation of Teaching: Maximizing Benefits for Teaching and Learning, by the Oregon State 大学 Center for Teaching and Learning, which 是根据 Creative Commons Attribution-NonCommercial-ShareAlike 4.0国际许可证.
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