Teaching Squares Guide - Taylor Institute for Teaching and ...

TEACHING

on

Taylor InstituteGuide Series

TEACHING &

OBSERVE &

LEARNING

Carol BerensonJune 2017

SQUARES

REFLECT

Page|2TeachingSquares:ObserveandReflectonTeachingandLearningPreparedbyCarolBerenson,PhD

Developedandadaptedby

CarolBerenson,PhD,EducationalDevelopmentConsultant,EducationalDevelopmentUnit,TaylorInstituteforTeachingandLearning

Coverdesignby

YkjePiera,MEDes,PhDStudentEVDS,LearningTechnologiesSpecialist,EducationalDevelopmentUnit,TaylorInstituteforTeachingandLearning

June2017TaylorInstituteforTeachingandLearning

434CollegiateBlvd.

UniversityofCalgary,CalgaryABCANADAT2N1N4http://www.ucalgary.ca/taylorinstitute/

ThisguideisdistributedunderthetermsoftheCreativeCommons—AttributionNon-CommercialLicense4.0International(creativecommons.org/licenses/by-nc/4.0/),whichpermitssharingandadaptingofthematerial,providedtheoriginalworkisproperlyattributed(seerecommendedcitationbelow),anychangesareclearlyindicated,andthematerialisnotusedforcommercialpurposes.

RecommendedCitation

Berenson,C.“TeachingSquares:ObserveandReflectOnTeachingandLearning.”TaylorInstituteforTeachingandLearningGuideSeries,Calgary,AB:TaylorInstituteforTeachingandLearningattheUniversityofCalgary,June2017.http://www.ucalgary.ca/taylorinstitute/guides

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TeachingSquares:ObserveandReflectonTeachingandLearningPreparedbyCarolBerenson,PhD

Contents

Welcome.................................................................................................................................5

WhatwillIgetoutoftheTeachingSquaresexperience?.........................................................6

WhymightIwanttobeinvolvedinaTeachingSquaresinitiative?..........................................6

WhatmakesTeachingSquaresunique?...................................................................................7

HowdoestheTeachingSquaresinitiativework?.....................................................................8

1.Initialsquaregathering......................................................................................................101.1Whoaremyteachingsquarepartners?..............................................................................101.2SettingExpectations:Whatdowehopetogainfromthisexperience?.............................101.3Settingupaschedule:Whenwillwevisiteachother’sclasses?........................................11

2.Prepareforobservations....................................................................................................122.1Considerationsforobservee:Providecontext...................................................................122.2Considerationsforobserver:Chooseafocus.....................................................................12

3.Classroomvisits.................................................................................................................153.1HowlongshouldIstay?.......................................................................................................153.2HowshouldIintroducemysquarepartnertostudents?...................................................153.3WhatismyrolewhenIvisit?..............................................................................................153.4HowdoIrecordmyobservations?......................................................................................15

4.Optionaldebriefmeeting...................................................................................................184.1Guidelinesforoptionaldebriefingdiscussionfollowingaclassroomobservation.............18

5.Reflections.........................................................................................................................195.1What?SoWhat?NowWhat?..............................................................................................205.2Teachingsquaresreflections:Immediateandfollow-up....................................................21

6. Wrap-upsquaresharemeeting.......................................................................................22

7. Concludingcomments.....................................................................................................23

Referencesandresources.......................................................................................................24

AppendixA:‘Double-entry’observationnotesexample.........................................................26

AppendixB:Samplereflectivestatements.............................................................................27


TablesandFigures

Table1.Whoaremyteachingsquarepartners?..........................................................................10

Table2.Settingexpectations:Whatdowehopetogainfromthisexperience?..........................10

Table3.Courseschedule...............................................................................................................11

Table4.Ourvisitingschedule.......................................................................................................11

Table5.Double-entryobservationnotes......................................................................................16

Table6.Classobservationform....................................................................................................17

Table7.What?SoWhat?NowWhat?..........................................................................................20

Table8.Teachingsquaresreflection:Immediateandfollow-up..................................................21

Figure1.Teachingsquaresguidingprinciples.................................................................................8

Figure2.Teachingsquarestimecommitmentandprocess............................................................9

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WelcomeWelcometotheUniversityofCalgary’sTeachingSquaresGuidewhichisintendedtointroduceyoutotheTeachingSquaresphilosophyandmethodforpeerobservationofteachingandlearning.Theguideprovidesbackground,context,andrationalefortheprogram,alongwithpracticaldirectionsandtoolstoguideyouthroughthefivecomponentsoftheTeachingSquaresprocess.

TeachingSquaresfounder,AnneWesselyfromSt.LouisCommunityCollege,createdexcellentmaterialsfromwhichnumerousmanualshavebeensubsequentlydeveloped.Duetothepopularityoftheprogram,manysimilarguidesexist.Someelementsofthisdocumentareborroweddirectlyfromothermanualsandprogramdescriptions(NorthernVirginiaCommunityCollege,CenterforExcellenceinTeachingandLearning(CETL)2015;StonehillCollege,CenterforTeachingandLearning(CTL)2008;TheQualityImprovementAgencyforLifelongLearning,2008;UniversityofWaterloo,n.d.;YorkTechnicalCollege,n.d.),andothershavebeendevelopedoradaptedforaUniversityofCalgarycontext.Iindicateonthereferencelistandthroughoutthedocumentthesourcesandresourcesdrawnupontobringtogetherthisguide.IalsoattempttoenhancetheexistingresourcesbyexpandinguponthetheoreticalfoundationsoftheTeachingSquaresmethod,theobservation/reflection/debriefresources,andthesupportingliterature.

FeelfreetousethisdocumenttoimplementaTeachingSquarewithpeersinyourowncontextortobringtogethercolleaguesfromacrossdisciplines,perhapsinamoreformalsetting,suchastheTaylorInstituteforTeachingandLearning.Theactofbeingwatchedandwatchingothersteachcanfeelriskyandvulnerable.TheTeachingSquaresframeworkprovidesthefoundationstocreatearichlearningexperienceforindividualparticipantsandtobuildsupportiveteachingandlearningcommunitieswithinandacrossourcampus.WelcometoapowerfulopportunitytomaketeachingpublicandtolearnfromyourcolleaguesattheUniversityofCalgary.

CarolBerenson,PhD.EducationalDevelopmentConsultantTaylorInstituteforTeachingandLearningUniversityofCalgary


WhatwillIgetoutoftheTeachingSquaresexperience?TeachingSquaresinitiativesaredesignedtoenhanceteachingandlearningandtobuildcommunitythroughaprocessofreciprocalpeerobservation,self-reflection,andgroupdiscussion.OriginallycreatedbyAnneWesselyfromSt.LouisCommunityCollege,variationsonTeachingSquaresarewidelyimplementedthroughoutuniversitiesandcollegesinNorthAmericaandtheUK.TeachingSquaresinitiativesfacilitatethesharingofsuccessfulandinnovativeteachingmethodsandideas,andcontributetofosteringacampuscultureofongoingreflectionandimprovementinteachingpractice(Moorse&Moore,2006).

Bytheendoftheteachingsquaresexperienceyoushouldbeableto:

• observe,analyse,reflecton,andgainnewinsightsintoteachingandlearning• increaseyourunderstandingandappreciationoftheworkofcolleagues• gatherideasfordevelopingyourteachingandlearningphilosophyand‘repertoire’• formulateaplanfortryingoutnewapproaches(adaptedfromTheQuality

ImprovementAgencyforLifelongLearning,2008;YorkTechnicalCollege,n.d.).

WhymightIwanttobeinvolvedinaTeachingSquaresinitiative?Postsecondaryteachingistypicallyexperiencedasaprivateendeavourthattakesplacebehindcloseddoorsandbeforetheeyesofstudentsexclusively.Thisprivatizationofteaching(Palmer,2007)cancreateanenvironmentofisolationforindividualinstructors;italsoinhibitsthepotentialfortherichdialogueandlearningthatcanariseinconversationsaboutteachingandlearningwithcolleagues(Roxa&Martensson,2009).InaTeachingSquaresscenario,isolationisinterruptedasindividualsobservetheircolleaguesinactionandsubsequentlyreflectonanddiscusstheirlearningaspartofacommunityofteachers.

TeachingSquaresinitiativesalsocontributetoraisingtheprofileandstatusofteachingmorebroadlyinuniversitycontexts,whereresearchisoftensituatedastheprivilegedacademicactivity.Shulman(1993)arguesthatteachingneedstobetreatedmorelikeresearch–aspublic,communityproperty–inorderforittobeseenasscholarlyactivity.Gatheringtogethertowatch,analyse,criticallydiscuss,review,andreflectonteachinginthecontextofaTeachingSquaremakesthecomplexandrigorousworkofteachingandlearningvisibleandcommunallyrelevant.

ParticipatinginaTeachingSquarecanvitalizeandenergizeyourindividualteachingpracticesandideas.Yourinvolvementcanalsocontributetomorebroadlypositioningteachingasscholarly,socialactivityinvolvingnotonlyindividualinstructorsandtheirstudents,butlargercommunitiesofcolleagues(withinandbeyonddisciplinarycontexts).

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WhatmakesTeachingSquaresunique?Conventionalpeerobservationteachingdevelopmentprogramsemphasizethegivingandreceivingofcritical,evaluativefeedbackamongcolleagues.Theseinitiativesoftenfocustheireffortsondevelopingtheskillsofpeerreviewersandmuchresearchconvergesaroundunderstandingandimprovingthenuancesofpeerobservationandfeedbackprocesses(seeforinstanceBell&Cooper,2013;Golparian,Chan&Cassidy,2015;Hubball&Clarke,2011;Yiend,Weller&Kinchin,2014).Thevalueandimportanceofpeercritiquesofteachingshouldnotbeunderestimatedasthesemodelsaimtoholdteachingtorigorous,objectiveandtransparentstandardsofevaluation(Bernstein&Edwards,2001).However,criticsofsuchapproachestoimprovingteachinghaveconcernsaboutthecapacitiesofcolleaguestojudgetheperformanceoftheirpeers(Courneya,Pratt&Collins,2008)andtheultimateeffectivenessofcriticalevaluationasatoolforimprovingteaching(Thomas,2001).Theenvironmentproducedinpeerevaluationapproachescanbeintimidatingandlessthanconducivetoopenandhonestexplorationofteachingvaluesandpractices.

Incontrasttotraditionalpeerobservationinitiatives,TeachingSquaresapproachesinvolvereflectingonwhatcanbelearnedaboutone’sownteachingbyobservingcolleagues.Ratherthanevaluatingothers,theTeachingSquaresemphasisisonself-evaluationandreflection.BeginningwiththeworkofStephenBrookfield(1998),criticalreflectionhascometoberecognizedasanimportanttoolfortransformingandenhancingteachingpractice.ForBrookfield,criticallyreflectiveteachingentailscomingto“seehowwethinkandworkthroughdifferentlenses”(1998,p.xiii).Byallowingindividualstobe‘learners’againintheircolleaguesclasses,TeachingSquarescanprovideuniquelensesthroughwhichtoreflectonandtalkaboutteachingandlearning(UniversityofWaterloo,n.d.).Thereisalsogrowingappreciationthatreflectivepracticeis,inandofitself,askilltobedevelopedandnurtured(Clegg,Tan&Saeidi,2002;Hammersley-Fletcher&Orsmond,2005;Hubball,Collins&Pratt,2005).TheTeachingSquaresexperienceaimstosupportandenhancebothobservationandcriticalreflectionskillsthroughofferingnumeroustoolsandtemplatestoguideparticipantsintheseprocesses.


GuidingPrinciples:

Inordertocreateasupportive,open,andenergizingenvironment,theseprinciplesprovidethefoundationsforTeachingSquaresactivities(adaptedfromNorthVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008):

Figure1.Teachingsquaresguidingprinciples

HowdoestheTeachingSquaresinitiativework?AlthoughTeachingSquaresProgramscanvary,atypicalformatinvolvesfourinstructorswhoagreetovisiteachother’sclassesonceoverthecourseofasemester,andthenmeettodiscusswhattheyhavelearnedfromtheirobservations.Thisformatentailsapproximately8hoursofanindividual’stime(notincludinganoptionaldebriefmeetingfollowingeachobservationwhichcanaddanadditional1.5hours).Thetimecommitmentandprocessareasfollows(adaptedfromNorthVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008):

ConfidentialreciprocityEveryoneobservesandisobserved/weallexperienceboththeroleofteacher

andlearnerinaconfidentialenvironment

MutualrespectWeentertheclassroomrespectfulofinstructors,students,andcontextual

differences

AppreciationWeaimtoidentifyandbuilduponpracticesthatcreateeffectiveenvironmentsforlearning

Self-referentialreflectionWereportwhatwaslearnedfromthe

observationtoimproveourownteachingratherthantryingtoimprove

asquarepartner’steaching

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Figure2.Teachingsquarestimecommitmentandprocess

1. InitialsquaregatheringMeetcolleagues,reviewtheprogram(philosophyandlogistics),setgoals/expectations,andestablishanobservationschedule(1.5hours)

2. PrepareforobservationsShareandreviewcourseoutlinesand/orpertinentinformationtoprovidecontextfortheobservation,thinkaboutanobservationfocus,andselectobservationnote-takingmaterials(approximately20minutesforeachobservation--1hour)

3. ClassroomVisitsAttendtheagreeduponclassandtakeobservationalnotes(approximately1hourforeachobservation--3hours)

4. OptionalDebriefMeetingAbriefopportunityfortheobserveetoreflectontheirteachingandfortheobservertosharepreliminaryobservations(approximately30minutesforeachobservation--1.5hours)

5. ReflectionsWritethoughtsaboutyourobservationsfollowingeachclassvisitandinpreparationforthefinalmeeting(approximately30minutesforeachobservation--1.5hours)

6. WrapupsquaresharemeetingSharewithcolleagueswhatyouhavelearnedaboutyourownteachingfromwatchingtheminaction,andmakeaplanforimplementingchangesaccordingly(1hour)

ThepagestofollowexpanduponthecomponentsoftheTeachingSquaresprocess,providingguidanceandpracticaltoolstoassistparticipantsalongtheway.


1.InitialsquaregatheringSection1isadaptedfromNorthVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008.

AlongwithreviewingtheTeachingSquaresphilosophyandmethod,thefollowingtemplateswillhelpyougetorientedandorganized.

1.1Whoaremyteachingsquarepartners?

Table1.Whoaremyteachingsquarepartners?

Name Email Phone

1.2SettingExpectations:Whatdowehopetogainfromthisexperience?

Takingthetimetoclarifythisquestionatthestartandrevisitingitthroughouttheprogramwillhelpyoutogetthemostoutofyourteachingsquareandbeabettersquareparticipant.Youcanusethefollowingcharttorecordyourownandyourcolleagues’goalsforthesquare.

Table2.SettingExpectations:Whatdowehopetogainfromthisexperience?

Whataremygoalsfortheprogram?WhatdoIhopetogainfromthe‘square’?

Partner#1’sgoals:Name:

Partner#2’sgoals:Name:

Partner#3’sgoals:

Name:

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1.3Settingupaschedule:Whenwillwevisiteachother’sclasses?

Itisidealtoestablishthevisitingscheduleattheinitialsquaremeetingwhileallmembersofthegrouparetogether.Asanobservee,youwillwanttoavoidschedulingvisitsonparticulardays(suchasduringscheduledexams),buttrynottoover-orchestratetheobservationscheduleaccordingtoyourteachingplans.Forinstance,ifyouhaveagroupactivityplannedforagivensessionyoumightdecidethatyouarenotreally‘teaching’,however,thereisplentytoobserveastheactivityissetupandthestudentssubsequentlyparticipateinit.Itisvaluableforobserverstogetachancetoseearangeofapproachesandactivities–anyopportunitytoseehowstudentsarelearningisusefulfromanobserverperspective.

Table3indicatesyourteachingschedulesthissemester(youmightchoosetoskipthistableandmoveontoTable4).

Table3.Courseschedule

Partner’sName Coursename(s)/# Day/time Location

Table4.Ourvisitingschedule

Name WhenI’mvisiting(Day,time,location)

WhenI’mbeingvisited(Day,timelocation)

Partner#1

Partner#2

Partner#3


2.Prepareforobservations

2.1Considerationsforobservee:Providecontext

Gettingasenseofthe‘bigpicture’ofacoursecanmakeiteasiertounderstandwhat’sgoingoninasingleclassandthuscanleadtoamoremeaningfulobservationexperience.Youmightwanttoexchangecourseoutlines,relevantassignmentsandtextswithyoursquarepartners.Bydiscussingthefollowingquestions(adaptedfromNorthernVirginniaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008)youcanalsogivevisitorsthatsenseofthebigpicture:

• Whatareyourmaingoalsforthecourse?• Whatpurposedoesthecourseserveinthemajororthegeneralcurriculum?• Whydostudentstakethiscourse?• Howwouldyoucharacterizeyourstudentsthissemester?Aretheyatypicalgroup?• Howoftenhaveyoutaughtthiscoursebefore?• Whatareyourgoalsforthedayyourcolleagueiscomingtovisit?• Areyoutryinganythingnewthissemester?

2.2Considerationsforobserver:Chooseafocus

There’salotgoingoninanyclassanditcanbeachallengetokeeptrackofitallwithoutaplangoingin.Oneapproachistochooseaparticularfocusthroughwhichtoapproachyourobservations.Goingintoaclasswithsomespecificquestionsinmindcanhelpyouorientyourattentionandleadtoamoremeaningfulobservation.Asanobserver,itisadvisabletoreflectonyourownteachingdevelopmentandwhatyouwouldliketoworkoninchoosinganobservationfocus.

Herearesomeexamples,thoughtherearemanymorepossibilities.Keepinmindthatyourobservationgoalisnottoprovidefeedback,butrathertocollectdatathatyoucansubsequentlyreflectonintermsofyourownteaching.Forexample,ifyouareinterestedinissuesofstudentengagement,youwillobserveandtakenoteofthevariouswaysinwhichengagementoccursandiscultivatedintheobservee’sclassroom.

Theguidingquestionstofollow(adaptedfromNorthernVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008;VanderbiltCenterforTeaching,n.d.)provideideasforthinkingaboutyourobservationprioritiesaheadoftime.

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2.2.1Engagement

• Whendothestudentsseemmostengagedinthematerial?Whendotheyseemtheleastengaged?

• HowdoIknowthestudentsareengaged?• Whatisspecificallygoingonwhenengagementishappening?Whatarethestudents

doing?Whatistheinstructordoing?• Howistheclassorganizedandpaced?Howdoesthisaffectstudentengagement?• Whatarethepatternsofconversation?Whoholdsthe‘conversationalball’?Isit

student-to-student,student-to-instructor,thesamestudentsagainandagain?• Howdoestheinstructoruseverbalandnon-verbalcommunication?

2.2.2Content

• Whatdothestudentsalreadyknowaboutthecontentoftoday’sclass?• Arethestudentscuriousaboutthecontent?Howisthecontentmaderelevanttothe

students?Howisthisdoneexplicitly?Howisitdoneimplicitly?• Howdothestudentsknowwhat’simportantintoday’sclass?Whatactivitiesor

practicesdotheteacherorstudentsundertaketomakewhatmattersmostevident?• Whathappenstohelpstudentslearnthematerial?Whatarethevariousapproaches

usedtoconveythecontent?• Didthestudentsgetit?HowdoIknow?Howdothestudentsknow?Howdoesthe

instructorknow?

2.2.3Diversity

• Howwoulddiversitybedescribedinthisclassroom–whatarethevisibleclassroomdemographics?

• Howaredifferencesinlearnersaccommodated?Whataretheactivitiesorapproachesappliedherethatmighthelpdifferentlearners?

• Isthereanythingaboutthecontentoftoday’sclassthatreflectsadiversityofperspectives?

• Whatarethedifferentapproachesthatareusedtomaketheclassroomaninclusiveplace?Howaredifferentstudentsencouragedtoparticipate?

• Whatelseisnoteworthyintermsofdiversityandinclusioninthissetting?


2.2.4Instructionalstrategies

• Whatarethedifferentinstructionalstrategiesusedinthisclass?(presentation/lecture,discussion,etc.)

• Dosomestrategiesseemtoworkbetterforthestudentsthanothers?Whyisthisthecase?Whatseemstomakethedifferencehere?

• Howdoestheteacheruseclassroommedia(digitaltechnologies,slides,video,music,etc.)and/orspace?

• Arethereanyseeminglyunexpectedmomentsintheclass?Howaretheyhandled?• Arequestionsusedasateachingstrategy?Ifso,whatkindsofquestionsdoesthe

teacherask,andwhen?Howarethestudentsinvolvedinaskingandansweringquestions?Howistheinstructorinvolvedinaskingandansweringquestions?

• Aresmallgroupsusedintheclass?Ifso,whenandhowaretheyimplemented?Whatimpactdotheyappeartohaveonstudentlearning?

• Whichinstructionalstrategiesseemmoreengagingforthestudents?Whichstrategiesallowthemtoparticipateinhigherorderthinking(suchasself-reflection,application,criticalthinking)?

2.2.5Classroomclimate

• Whatisthemoodbeforeclassbegins?Duringclass?Afterclass?• Howistheclassroomarrangedphysicallyandhowdoesthisinfluenceteachingand

learning?• Whatkindofrapportexistsbetweenteacherandstudent(s)oramongstudents?• Whatkindsofthingsdoestheinstructordotoaddresstheenvironmentinthisclass?• Whatarethestudentsdoingtocontributetotheclassroomenvironment?

Therearemanyapproachestoobservingaclass–thesearemerelyintendedassuggestions.Youwillestablishyourownprioritiesaccordingtoyourexperienceandapproachesasaninstructorandasastudent,andyourparticulargoalsforparticipatinginthisprogram.Youmightfindthatyouentertheclassroomwithafocusinmind,butthatitchangesaseventsunfoldinthelearningenvironment.Again,theclassroomobservationexperienceisintendedtoprovideyouwithdatatosubsequentlyreflectuponintermsofyourownteachingratherthantoprovideinputtoyourcolleaguesabouttheirteaching.

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3.ClassroomvisitsThissectionisadaptedfromNorthVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008.

3.1HowlongshouldIstay?

Althoughclasslengthscanvaryconsiderably,observinganentireclasstypicallyoffersthebestandleastdisruptiveexperienceforyou,yoursquarepartner,andthestudents.Ifschedulingconflictsdonotpermitwatchingthewholesession,discusswithyoursquarepartnertheleastdisruptivemeansofjoiningandleavingtheclass.Stayingforatleast50minutesisadvisable.

3.2HowshouldIintroducemysquarepartnertostudents?

Ifyouanticipatestudentsnoticingand/orbeingcuriousaboutavisitor’spresenceintheclassroom,itisreasonabletointroduceyoursquarepartnerandtoexplainthepurposeforher/hisvisit.Moststudentsareimpressedtolearnthattheirinstructorisparticipatinginaprojecttoimproveteachingandlearning.Whetheryouintroducethevisitorornotisamatterofindividualpreferenceandmightbestdiscussedwithyoursquarepartnerpriortothestartofclass.

3.3WhatismyrolewhenIvisit?

Althoughtheurgetoparticipateinanengagingclasscanbestrong,participantsfindthattheybestfulfilltheirteachingsquaresgoalsbyrestrictingthemselvestotheroleofobserver.Recordingyourobservationsoftheactivitiesofboththeteacherandthestudentsinvolvesconsiderablefocusandattention.

3.4HowdoIrecordmyobservations?

Therearemanywaystoorganizeyourclassroomobservationnotes.Templatesforrecordingclassroomobservationsandpreliminaryreflectionsareprovidedonthefollowingpages.Feelfreetouseortoalterthesetemplatesasyouseefit.


Table5.Double-entryobservationnotes

Somepeoplefindithelpfultoorganizetheirobservationnotesbydividingthemintodescriptionsandreflections.Thedescriptioncanreflecttheinstructor’sactions,students’reactions,andthecontentbeingconveyed,whileyourreflectionscantrackyourownreactionstowhat’shappeninginclass.Reflectionscanberecordedbothduringclassandafterwards.Occasionally,markingdownthetimeasyougocanalsohelpyougetasenseofhowlongparticularsegmentsoftheclasstake(asamplecompletedversionofthistemplatecanbefoundinAppendixA).

Time

Descriptionofwhat’shappening

Personalreflections

yyyyyyyyyyyyyyyyyyyyyyyyyyy

ThistemplateisofferedasatoolinmostTeachingSquaresProgramguides.

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Table6.ClassobservationformYoumightaltertheheadingsonthisformtoalignwiththeobservationfocusthatyouhaveidentifiedinSection2.

AdaptedfromNorthernVirginiaCommunityCollegeCETL(2015).TheCentreforExcellenceinTeachingandLearning:TeachingSquares.

Course&Instructor Classtopic/objective Date

Describetheacademicsetting(lecture/lab,learningspace,classsize,studentcharacteristics,learningenvironment,etc.):Describehowtheinstructorandstudentsbeganandendedtheclass:

Describelearningactivitiesthattookplaceduringtheclass:

Describeinstructionaltoolsand/orteachingstrategiesthatwereusedbytheinstructor:

Whattipsdidyoupickuponclassroommanagement?

Whatdidyouobservethatyou’dliketoincorporateintoyourclasses?


4.OptionaldebriefmeetingSomeparticipantsappreciateanopportunitytobrieflydebrieftheclassroomobservationonceithasoccurred.Thisoptionalmeetingcanprovideachancetohaveapreliminaryone-on-onetalkabouttheobservationexperience.Thedebriefdiscussionisintendedtofacilitatereflectiononthepartofboththeobserverandobservee,andcanbeguidedbyaseriesofquestionsdesignedwiththisinmind.Theobserver’sroleistosharetheirobservationsandlearningsratherthantoprovidedirectivefeedback.Thismeetingisentirelyoptional,asthewrapupsharesquaremeeting(component6oftheprocess)isrequiredandalsoprovidesanopportunityforparticipantstoconsolidateandsharetheirreflectionsandlearningwiththeircolleagues.

4.1Guidelinesforoptionaldebriefingdiscussionfollowingaclassroomobservation

Thesearesamplequestions(adaptedfromUniversityofBritishColumbiaCentreforTeaching,LearningandTechnology,2016)fortheobservertoasktheobservee(2-3ofthesequestionsaresufficienttoguideapost-observationconversation).

• Howdoyoufeelabouthowthesessionwent?What’syoursenseofhowtheclasswasforthestudents?

• Whatstrategiesdidyouusetoenhancestudentlearning?• Whatdoyouthinkworkedparticularlywell?Whatwasthehighlightforyou?Forthe

students?• Isthereanythingthatyoufeeldidn’tworkwell?Istheresomethingyou’ddodifferently

nexttimeyouteachthisclass?Ifyes,whatwouldyouchangeandwhy?• Isthereanythingthatdidn’tgoasplanned?Didthisturnouttobepositiveor

challengingforyou?Whataboutforthestudents?• Didthestudentsget‘it’intheend?Doyouthinktheylearnedwhatyouhopedthey’d

learnintheclass?Howdoyouknow?• Asanobserver,herearesomestrategiesIobservedthatyouusedtoenhancestudent

learning.Here’showI’vegrown(whatI’velearned)asaresultofwatchingyouteach.• Reflectivequestionssuchas,“OneoftheteachingstrugglesIfaceis[engagingmy

students’].Howdoyoudealwiththisproblem?Whatdidyoudoduringtoday’sclasstoengagestudents?

• Pragmaticquestionssuchas,“Howdidyouprepareforthissession?“Whataresomeofthechoicesyoumadeasyoupreparedforthisclass?”

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5.ReflectionsThepagestofollowprovidetemplatesforyourusewhenreflectingonyourobservationsofyoursquarepartner’swork.Youwillfindthetemplatesusefulforcollectingyourthoughtsandreflectingfollowingaclassroomobservation.Youmightalsofindthatyourrecording/reflectingmethodshiftsoverthecourseoftheprogramasyougainexperience.Feelfreetochoosefromanyofthetemplatesprovided(inTables5through8)ortodevelopsomethingofyourown.Whencomplete,thesedocumentsareforyourreferenceonly,andmerelyintendedtohelpguideyourobservationsandreflectiveprocesses.


5.1What?SoWhat?NowWhat?

Table7.What?SoWhat?NowWhat?

Rolfeetal.(2001)provideaframeworkthatcanbeusefulfordocumentingyourobservationsandreflections.Herethreesimplequestionshelpyourecordandtrackyourlearningexperiences.Youmightusethistemplateafterclasswhenyoucantakesometimetopulloutyourmostimportantobservationsandthenreflectontheirrelevanceandimplicationsforyourfutureteaching.

What? SoWhat? NowWhat?

Whatdidyouobserveduringtheclass?Whatstoodoutortookyoubysurprise?Whatexactlyhappened?Whatdidtheinstructorandstudentsdo?Beasspecificaspossible.

Whatistherelevanceofthisobservationforyou?Whydoesitstandout?Whatmakesitimportant?Whathaveyoulearned?

Howdoesthisobservationconnecttoyourteachingpractice?Howcanyouapplywhatyou’velearnedinyourcurrentorfutureteaching?Istheresomethingyouwilltryorchangeasaresultofthisobservation?Whatisyourplan?

AdaptedfromRolfe,G.,Freshwater,D.&Jasper,M.(2001).Criticalreflectionfornursingandthehelpingprofessions:Auser’sguide.NewYork:PalgraveMacMillan.

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5.2Teachingsquaresreflections:Immediateandfollow-up

Table8.Teachingsquaresreflection:Immediateandfollow-up

Immediatelyfollowingvisit

ExamplesofgoodteachingandlearningpracticeI’veseeninthissession.

WhatIhavelearnedfromobservingthissession.

ThingsImighttryoutasaresultofobservingthissession.

Follow-upreflectionsaftermyownteaching

ThingsIhavetriedsinceobservingthesession.

Whatworkedwell(includingdetailsoflearnerresponse).

WhatImightdodifferently.

AdaptedfromTheQualityImprovementAgencyforLifelongLearning(QIA)(2008).TeachingandLearningProgramme:TeachingSquares.


6. Wrap-upsquaresharemeetingOnceclassroomobservationsandsubsequentreflectionsarecomplete,programparticipantscometogetherforafinalmeetingtosharewhattheyhavelearnedthroughouttheprocess.Youcandecideasagroupwhatismosthelpfulforyoutodiscussinthisfinalmeeting.However,inkeepingwiththephilosophyoftheTeachingSquaresProgram,itisadvisabletokeeptheconversationfocusedonself-reflectionratherthancritiqueoradvice-giving.Thisfinalmeetingultimatelyprovidesanopportunitytoconsolidateyourthoughtsandlearningsfromtheprogram,tohonourandappreciateyourcolleagues,andtothinkabouthowtheTeachingSquaresexperiencemightshapeyourfutureteachingandlearningpractice.

Herearesomequestions(adaptedfromNorthernVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008)thatyoucanreflectoninpreparationforthefinalwrapupdiscussion:

• Whathaveyoulearnedaboutyourteachingphilosophyfromyourclassroomobservations(thiscouldbesomethingneworsomethingthathasbeenaffirmed)?Whatpersonalvaluesdoyoubringtoyourteaching?

• Howhastheexperienceofbeinginthe‘learner’roleimpactedyourteaching?• Whathaveyoulearnedisoneofyourteachingstrengths?• Whataspectofyourteachingdoyouwishtoimprove?Howareyougoingtodothis?• Whatsurprisedyouduringthisexperience?Whatassumptionsaboutteachingwere

challengedbywhatyouobserved?• Whatisonethingyoulearnedthatwillmakeyourteachingmoreeffective?• Whatisonethingyoulearnedthatyouaregoingtoapplynextsemesterinthe

classroom?

Whilekeepinginmindthatthereisnorightorwrongwaytoformulateyourreflections,seeAppendixBforhypotheticalexamplesofreflectivestatements.

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7. ConcludingcommentsTheTeachingSquaresmethodemphasizespeerobservation,self-reflection,andcollegialconversationsaboutteachingandlearning.Learningbywatchingcolleaguesandreflectingontherelevanceofthoseobservationsforyourownteachingrepresentsastrikingdeparturefrommoreconventionalapproachesthatembraceobservingwithaneyetowardevaluatingandprovidingfeedback.Thisshiftcanbechallengingtobothappreciateandenact,particularlywithinthecontextofapostsecondaryenvironmentwherecritiqueandevaluationarefrequentlyontheagenda.Despitethis,IhavebeenfortunatetoworkwithbothfacultyandgraduatestudentsinTeachingSquaresinitiativesonourcampusandhaveseentheimpactofthisalternativeapproachonparticipantsastheyreflectdeeplyontheirownteachingandrepeatedlycommentonthevalueofmakingthetimetodoso.Anonjudgmentalenvironmentisoptimalforcreatingtheconditionsinwhichauthenticteaching,richandrevealingdiscussions,andgenuinegrowthandlearningcantakeplace.Iamexcitedtoprovidethisguideasaresourceforyouruse.


ReferencesandresourcesBell,M.&Cooper,P.(2013).Peerobservationofteachinginuniversitydepartments:Aframeworkforimplementation.InternationalJournalforAcademicDevelopment,18(1).Bernstein,D.&Edwards,R.(2001).Weneedobjective,rigorouspeerreviewofteaching.TheChronicleofHigherEducation,January5,B24.Retrievedfromhttp://www.chronicle.com/article/We-Need-Objective-Rigorous/35232Brookfield,S.(1995).Becomingacriticallyreflectiveteacher.SanFrancisco,CA:Jossey-Bass.Clegg,S.,Tan,J.&Saeidi,S.(2002)Reflectingoracting?Reflectivepracticeandcontinuingprofessionaldevelopmentinhighereducation.ReflectivePractice,3(1),131–146.Courneya,C.,Pratt,D.&Collins,J.(2008).Throughwhatperspectivedowejudgetheteachingofpeers?TeachingandTeacherEducation,24,69-79.Golparin,S.,Chan,J.&Cassidy,A.(2015).Peerreviewofteaching:Sharingbestpractices.CollectedEssaysonLearningandTeaching,8,211-217.Hammersley-Fletcher,L.&Orsmond,P.(2005)Reflectingonreflectivepracticeswithinpeerobservation.StudiesinHigherEducation,30:2,213-224,DOI:10.1080/03075070500043358Hubball,H.&Clarke,A.(2011).Scholarlyapproachestopeer-reviewofteaching:Emergentframeworksandoutcomesinaresearch-intensiveuniversity.TransformativeDialogues:TeachingandLearningJournal,4(3),1-32.Hubball,H.,Collins,J.&Pratt,D.(2005).Enhancingreflectiveteachingpractices:Implicationsforfacultydevelopmentprograms.TheCanadianJournalofHigherEducation,XXXV(3),57-81.Moorse,R.&Moore,P.(2006)Littleacornstakingroot:Systematicapproachestogoodpracticetransferwithinorganizations.London:TheLearningandSkillsNetworkandTheQualityImprovementAgencyforLifelongLearning.NorthernVirginiaCommunityCollege,TheCenterforExcellenceinTeachingandLearning(CETL)(2015).TeachingSquares.Retrievedfromhttp://www.nvcc.edu/cetl/_files/CETL-Teaching-Squares-Program-Manual-Spring-2015.pdf

Palmer,P.(2007).Thecouragetoteach:Exploringtheinnerlandscapeofateacher’slife.SanFrancisco,CA:Jossey-Bass.

Rolfe,G.,Freshwater,D.&Jasper,M.(2001).Criticalreflectionfornursingandthehelpingprofessions:Auser’sguide.NewYork:PalgraveMacMillan.

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Roxa,T.&Martensson,K.(2009).Teachingandlearningregimesfromwithin.InC.Kreber(Ed.),Theuniversityanditsdisciplines:Teachingandlearningwithinandbeyonddisciplinaryboundaries.NewYork:Routledge,TaylorandFrancis,209-218.Shulman,L.S.(1993).Teachingascommunityproperty:Puttinganendtopedagogicalsolitude.Change,November/December,25,6-7.StonehillCollege,CentreforTeachingandLearning(CTL)(2008).TeachingSquares:ParticipantHandbook.Retrievedfromhttp://stonehill-website.s3.amazonaws.com/files/resources/participant-handbook-08-09.pdfTheQualityImprovementAgencyforLifelongLearning(QIA)(2008)TeachingandLearningProgramme:TeachingSquares.

Thomas,C.(2001).Howtoevaluateteaching.TheChronicleofHigherEducation,February9,B18.Retrievedfromhttp://www.chronicle.com/article/How-to-Evaluate-Teaching/15003

UniversityofBritishColumbiaCentreforTeaching,LearningandTechnology(September14,2016).ThePeerReviewofTeaching:Post-ObservationQuestionsGuidelinesforthePeerReviewer.Retrievedfromhttp://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching-2/

UniversityofWaterloo(n.d.).TeachingSquaresProgram.Retrievedfromhttps://uwaterloo.ca/arts/sites/ca.arts/files/uploads/files/teaching_squares_program_information_sheet.pdf

VanderbiltCenterforTeaching(n.d.).TeachingVisitsObservationandDiscussionGuide.Retrievedfromhttps://cft.vanderbilt.edu/tvinstructions/

Yiend,J.,Weller,S.&Kinchin,I.(2014).Peerobservationofteaching:Theinteractionbetweenpeerreviewanddevelopmentalmodelsofpractice.JournalofFurtherandHigherEducation,38(4),465-484.

YorkTechnicalCollege(n.d.)TeachingSquares.Retrievedfromhttp://flash.yorktech.com/CTL_PD_Schedule11-12/Teaching_Squares.pdf


AppendixA:‘Double-entry’observationnotesexampleItappearsthatthisobserverhasrecordedbothobservationsandreflectionsduringtheclassroomvisit.Itisalsopossibletocompletethedescriptioncolumnduringthevisitandtosubsequentlyreflectonrecordedobservationsafterthefact.Ineithercase,noticehowtheobserverreflectsontheirownteachingratherthanformulatingfeedbackfortheobservee.

Time

Descriptionofwhat’shappening

Personalreflections

11:2511:3011:3611:40

AHgreetsSsastheycomein.OneSasksaquestionaboutthehomework–AHsaysshe’lladdressthatinclass.Anagendahasalreadybeenwrittenupontheboard.AHclosesdoorandsays“readingquiz!”–Ssputawaybooksandgetoutpaper.AHreadsthrough5questions,waitsabout90secondsbetweeneach.InvitesSstosuggest“bonus”question–S7speaksupimmediately.Sslaugh.coupleSscomeinlate–don’tgetoutpaper,justsitthereAHreadsthroughquestionsonemoretimeandthenafteraminutecalls“time!”andSspassuppapers.AHpointstoagendaandelaboratesonwhatthey’redoingthatday.Asksifthere’sanythingelsesheshouldinclude.

AHhaseasyrapportwithstudents–seemsorganizedwithagendaalreadyonboard.IseethatsheheldoffonansweringSsquestion–IthinkIsometimesjumpintooquicklywithananswer.Ssseemtoknowwhat’scoming–thismustbearegularthing.InterestingtolettheSshelpwritethequiz–whathappensifsomeonesuggestsabadquestion?Buttheysurelikeit.Ok,definitelylookslikearegularthing–andtheyalreadyknowtheydon’tgettodothequizifthey’relate.Shemustbereallyclearaboutherexpectations.IwonderhowSsfeelaboutthat...theydon’tlookfrustrated.Mightbeaninterestingthingtotry.Igetwhyanagendaishelpful,butasastudentIusedtofeelthattoodetailedanagendahamperedspontaneityinaclass,soIresistthemnow.Thoughalotofthatdependsonhowstricttheinstructorstickstoit.Inoticethatsheasksforinput–Ishoulddomoreofthat.

AdaptedfromNorthernVirginiaCommunityCollegeCETL,2015;StonehillCollegeCTL,2008.

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AppendixB:SamplereflectivestatementsWhilethereisnoformulaicmethodofreflection,itisadvisedthatyoutakesometimetorecordfinalthoughtsaboutyourlearningandkeytakeawaysfromyourexperienceintheTeachingSquaresProgram.Thesearehypotheticalexamplesofwhatafinalreflectivestatementmightlooklike.

IhavealwaysknownthatlearningisnotaspectatorsportandIthoughtthatIhadareallyinteractiveclassroom.However,throughwatchingmycolleaguesteachI’vecometorealizethattherearemanywaystogetstudentsinvolvedintakingcontroloftheirlearningandthatIamnotentirelycomfortablesharingpowerintheclassroom.Icanseethatmyskillsaroundaskingandansweringquestionsandfacilitatingdiscussionareexcellent,howeverIamlesscomfortablewithlettingthestudentsworkindependently.I’dliketotrytoprovidemoreopportunitiesforthistohappeninmyclassroom.IparticularlylikedthesmallgroupactivitythatIsawinvolvingassigningrolesfordiscussingachallengingissue.IthinkIcanmakesomethinglikethatworkinmycourse.I’llneedtotweakitformycontext,butIcouldseehowengagedthestudentswereandthattheyreallygraspedtheconceptbeingtaughtthatday.IrealizethatIsometimesmakeassumptionsaboutthestudents‘gettingit’attheendofmyclasses,andIcouldbebetteratengagingtheminactivitiesthatbothdeepenandaffirmtheirlearning(forthemandforme).Ihaveanewappreciationforhowactivelearningcanlookandamexcited(andabitnervous)totryoutsomethingnewthat’slessteacher-focusedandmorestudent-driveninthefuture.

ThisexperiencehashelpedmetothinkabouthowIwillpresentmyselfandthekindofclassroomenvironmentIwillcultivateasanewinstructor.Inmyobservations,Isawcolleaguesestablishandcultivateverydifferentclassroomclimatesintheirteaching.Itwasilluminatingtoseethedifferences–rangingfromquiteformaltoverycasual.Icouldseebenefitsandlimitationsforthestudentsinallofthesettings.Itseemedtomethatarelaxedenvironmentsetthestageforlotsofstudentinteractionandanupliftingclassroomexperience.Atthesametime,itseemedthatsomestudentsweremorecomfortablethanotherswiththisenvironmentandIwasawarethatittooklotsoffacilitationskilltomakesureeveryonefeltincludedinthissetting.Themoreformalclassroomwaslessexciting,howeveritseemedtomethatstudentshadasenseoftrustandrespectfortheinstructorandtheywere(mostly)attentivetowhatwasgoingon.Asanewinstructor,Ithinkmystylewillbetopresentasomewhatformal,quieter,butcompetentandtrustworthydemeanour.IcanseehowimportantitistobeapproachabletothestudentsandIwouldliketoeventuallybeablelightenup,butatthisstageinmycareerIthinkit’smostimportanttoestablishmyselfascompetentandcapablethroughmoreformalchannels.OnceI’vehadsomeexperienceI’lllookforwardtorevisitingmythinkingaboutthis.

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