![]() Literature Scan of a Similar Assignment, Activity, or Digital Tool. Select one assignment, activity, or educational technology tool you use in your course. Use this opportunity to discuss the strengths and challenges of designing and using this teaching artifact in the context of what is similar between your courses. Select one assignment, activity, or lecture material (e.g., presentation slides, handouts) to review and gather feedback on. Peer Review of Materials. Find a trusted colleague who teaches a similar course - similarities may include disciplinary content, course structure, enrollment size, course placement in a curriculum (e.g., introductory or advanced course), and student demographics. What adjustments might you make to set students up for success or enhance their learning? Did you explain how this assignment connects to the broader picture of learning in the course? Did you describe what an exemplary submission or deliverable looks like? Reflect on how you communicated your expectations to students. ![]() Did student learning and engagement meet your expectations? Were there any surprises? Reflect on the implementation of the assignment. How is this assignment designed to help prepare students to achieve one or more stated learning objectives? Adapt this exercise to structure your review of an assignment or activity. Were there course concepts and materials that students struggled with? Are there opportunities to approach teaching these concepts in a new way?Īre there course policies or other campus resources you can add to your syllabus or bCourses site so students have the information from the start?ĭid you encounter any new approaches or practices during the semester, perhaps from a colleague or CTL workshop, that can help you save time and energy?Īssignment Wrapper. The goal of exam wrappers (link is external) is to guide students through a review of their learning and testing experience to inform future adjustments to their learning process. Were your stated learning outcomes well aligned with class activities and assignments? Did student learning and engagement meet your expectations? Any surprises? Consider these questions from a 2018 CTL Article. ![]() After each class, spend about five minutes recording your thoughts on the day’s lesson and interactions with students. What went well? What was challenging? If I could redo something, what would it be and what would I do differently? At the end of the semester, use your reflections to assess your experience as a whole and make informed decisions regarding future instructional changes. Teaching Journal. Teaching journals are a way to document your teaching experience on a daily or weekly basis. By habitually reflecting on our practice, documenting changes and noting our progress, then making efforts to iterate again, we become student-centered, flexible, and innovative educators. For Brookfield, however, the most important step to reflective teaching is to go beyond the collection of feedback (i.e., from self, student, peer, and scholarly work) by strategically adjusting our teaching methods and goals. Theoretical literature What are evidence-based strategies for supporting student learning? What does the research have to say about how students learn best in similar courses? What does the research say about how students are experiencing higher education at this moment in time?Ĭollectively, these four lenses foster repeat engagement with members of our teaching and learning community, both on campus and the broader scholarly community.Our colleagues’ experiences. What do my colleagues have to say about what went well for them this semester? What was challenging? If my colleagues are teaching similar courses and/or student populations, what are similarities or differences in our experiences? In our assignments?.The students’ eyes. What do students have to say about what enhanced their learning and what hindered their learning? What recommendations do students have to help improve the course for next time?.The autobiographical. What do I see as the successes and challenges of the course? What went well, and what could be improved for next time? If I could do X again, how might I do it differently?.Stephen Brookfield, in Becoming a Critically Reflective Teacher, proposes four lenses to use when examining and assessing our teaching: Collecting multiple and varied perspectives on our teaching can help inform our intuitions about teaching through an evidence-based understanding of whether students are learning effectively. The goal of critical self-reflection is to gain an increased awareness of our teaching from different vantage points (Brookfield 1995).
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