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OBJECTIVES

OBJECTIVES. To clarify terminology To differentiate among the roles of participants in peer review To know the “nuts and bolts” of peer review To distinguish between formative and summative evaluation in peer review To apply the Johari window to peer observation To give constructive feedback.

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OBJECTIVES

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  1. OBJECTIVES • To clarify terminology • To differentiate among the roles of participants in peer review • To know the “nuts and bolts” of peer review • To distinguish between formative and summative evaluation in peer review • To apply the Johari window to peer observation • To give constructive feedback

  2. Introduction • Terms: peer review, peer evaluation, peer observation • A process of peer review of ????? • Defined by the institution • Defined by the dept • Combination • Observation of teaching behaviors

  3. Peer Review: What? • Teaching • Research • Discipline-based • Service

  4. Effective Teaching • Understanding of content • Presentation • Explain abstract concepts clearly and simply • Create pleasant and work-conducive environment

  5. PET: When ? • Hiring • Retention • Promotion and Tenure • Post-tenure review • Annual review • 5 year cumulative evaluation • When there’s a problem

  6. PET: How • Philosophy • Evidence of learning • Student evaluations • Syllabi, course assignments, assessment techniques

  7. More hows: • Student comments/feedback/interviews • Connecting teaching and learning • Videotaping • Observation, classroom visitation • Combination (3 legged stool)‏

  8. PET: Who • You • Your students • Your colleagues

  9. Student Evaluations • Only one piece of the pie • Primary purpose=evaluation • Problems • Standard form • General questions • End of semester • Formative evaluation

  10. Difficult to assess or be assessed • Faculty recognize potential benefits as formative tool for improving instruction • Serious doubts about use in summative evaluation • Confusion about use • Internal politics

  11. Resistance to peer evaluator • Doesn’t like women faculty • Isn’t a good teacher him/herself • Will judge one hour of teaching out of 40 • Will observe a class with less interaction than normal OR • Has never been supportive of me

  12. Major concerns • No need • No interest • No trust • No hurry • No ability

  13. UTK General Questions • Is material appropriate for course being taught? • Are methods used for student evaluation fair, appropriate, well executed? • Is general quality of material satisfactory?

  14. The Johari Window Known to Self Unknown to Self Known to Others ↑ IV Unknown (potential) Unknown to Others 14

  15. The Johari Window: Beginning Known to Self Unknown to Self Known to Others ↑ IV ← Unknown (potential) Unknown to Others 15

  16. The Johari Window: End Known to Self Unknown to Self Known to Others Unknown to Others ↑ IV ← Unknown (potential) 16

  17. Observation of Teaching • Initial meeting • Identify goals/objectives • plans • Observation • Discussion (aka Feedback)‏ • Question, probe for examples, ask for suggestions

  18. Initial Meeting • Build rapport • Share objectives • Resolve concerns

  19. Giving Constructive Feedback • Begin with strengths • Behavior not personality • Specific • Descriptive • “here and now” • Perceptions and feedback • Don’t force • Limit amount of feedback

  20. Buying Signals • Posture changes • Movements • Appearance • Language

  21. Receiver’s responsibility • Actively participate • Refrain from defensiveness • Ask for specific examples • Summarize main points (clarify) • Share feelings

  22. New ideas, methods, alternative strategies???? • Books, journals • Teaching libraries • Peers • Ideas and support • Cross discipline sharing • Pedogogical colloquia about teaching • Observe others • Peers • Workshops • Videotapes • Portfolios

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