ࡱ> FHE .bjbj 4F&33333GGGGDGs 33333:,D𐽯fG x0R!"!D!3D4"! : Class Observation Report Instructor Name: Professor Sample Course Acronym/Section: G___________ Room: _____ Date/Time of Observation: _____ Class description from the syllabus: COPIED AND PASTED HERE Professor Sample an Assistant Professor of Discipline. This is the _th time he has taught this class, but he dramatically changed the class this time. He introduced theory as a larger part of the class, extending it beyond 2 or 3 lectures at the beginning. He added a new book that is more accessible to 91Ƶ than the theorist he previously used. On this day, 13 91Ƶ were present. Seven 91Ƶ were male; six were female. Class began at__ and ended at __. Students began with a lecture reviewing X and moved into a lecture/discussion about Y. Then they Z and transitioned into learning of their next assignment, AB. They got a lesson on Q and had time to start working on techniques and ideas. Meeting of Standards of Excellence in Teaching In my professional opinion, Professor Sample demonstrated to me that he met all of the following standards for excellence in teaching, with those goals demonstrated in italics, along with comments as needed: 6.1.2.1. A thorough and current command of the subject matter, teaching techniques and methodologies of the disciplines one teaches. 6.1.2.2 Sound course design and delivery in all teaching assignments whether program or General Studies, introductory or advanced offerings as evident in clear learning goals and expectations, content reflecting the best available scholarship or artistic practices, and teaching techniques aimed at student learning. 6.1.2.3. The ability to organize course material and to communicate this information effectively. The development of a comprehensive syllabus for each course taught, including expectations, grading and attendance policies, and the timely provision of copies to 91Ƶ. Note: I cannot comment on the timely provision of a syllabus to 91Ƶ. 6.1.2.4 Excellence in teaching also entails respect for 91Ƶ as members of the Stockton academic community, the effective response to student questions, and the timely evaluation of and feedback to 91Ƶ. 6.1.3 Where appropriate, additional measures of teaching excellence are: 6.1.3.1 Ability to use technology in teaching. 6.1.3.2 The capacity to relate the subject matter to other fields of knowledge. 6.1.3.3 Seeking opportunities outside the classroom to enhance student learning of the subject matter. My rich descriptive notes led me to conclude that Professor Sample Challenged 91Ƶ with difficult and meaningful academic theory while helping them synthesize theories and analyze them in terms of 91Ƶ real life experiences and in terms of X. Provided clear instructions and demonstrations of techniques to get 91Ƶ started on their hands-on project. Guided 91Ƶ while giving them space to do their own thinking and creating. Academic engagement Professor Sample engaged 91Ƶ academically. In keeping with one of his goals this term, he consciously asked 91Ƶ to build on previous knowledge obtained in the class, starting in the first few minutes of class when he asked 91Ƶ to review chapter $ while he got the classroom ready. He structured class for 91Ƶ by explaining that that day theyd move into their next project but would start with a lecture that would review past concepts and then get into chapter $ (6.1.2.3). Professor Sample began the lecture by reviewing X, which had obviously been part of a longer previous discussion leading to a previous assignment. He used MS Power Point slides (6.1.3.1), a dry erase marker on a white board, and many direct questions to 91Ƶ to communicate during the lecture portion of class. In the early lecture, 91Ƶ reviewed past concepts, like A. He connected these concepts to examples theyd discussed in earlier classes, like D. During these discussions, Professor Sample was very specificEXAMPLE. Then, Professor Sample moved the conversation from a discussion of terms and concepts from the author M who theyd previously covered to their N book and Ns different concept that Y. Here a student brought up the previous used-in-class example of F and Professor Sample used that to help 91Ƶ synthesize the old and new concepts by explaining how X and Y. Professor Sample displayed another quotation from their book on a PP slide and explained that this is part of a more radical argument than 91Ƶ might understand it to be, that U. He put this into our cultural context as V. Referencing previous class discussions, Professor Sample explained that this is something 91Ƶ already knowthat W. Finally, he reviewed a quotation about Z. This led into a discussion of Z in which Professor Sample showed examples SPECIFIC EXAMPLES. These examples led smoothly into 91Ƶ next assignment, AB (6.1.2.3, 6.1.3.2). Students had completed pretty high level, academic reading. In this reading, theyd been presented with a theory that was different from a theory theyd previously covered. Professor Sample drew upon 91Ƶ comfort with the concepts theyd already covered (referencing them often and calling upon individual 91Ƶ to participate in discussion, as well as using volunteering 91Ƶ) to help gently lead them into the new concepts and help 91Ƶ see similarities and differences between the theories (6.1.2.1, 6.1.2.2, 6.1.2.4). In addition, by drawing connections to 91Ƶ real life experiences he modeled interdisciplinary thinking and made class work relevant to 91Ƶ lives (6.1.3.2). Direct instruction/demonstration of artistic techniques Professor Sample divided the lecture and hands-on portions of the class with a break, which helped with the transition. In the second part of class, he demonstrated R. He was specificS. Professor Samples demonstrations were clear and easy to follow and helped novices understand how to R (6.1.2.1, 6.1.2.2, 6.1.2.4). Balanced guidance and space Professor Sample did an excellent job of balancing providing 91Ƶ with guidance and support with giving them space to think hard themselves and to be creative (6.1.2.1, 6.1.2.2, 6.1.2.3, 6.1.2.4). He provided 91Ƶ with quotations to unpack that were hardI had to think on a few of them quite a bit myself and I am an excellent reader. But he helped 91Ƶ by leading them step by step through the concepts. At the same time, he did not provide them with all the answers, but he made them work themselves. Also, almost all 91Ƶ actively participatedthey volunteered or Professor Sample called on them or both. 91Ƶ two 91Ƶ said little or nothing during the class, and many talked frequently and with substantive contributions to the discussion. Professor Sample would encourage 91Ƶ by genuinely listening, making sure he understood them, and letting them know when he liked what they saidbut he also would ask them to give examples or elaborate. He gave them time to review or to read difficult quotations, giving them a moment of silence to do so. He provided them with a flow chart on the white board that visually and verbally summarized major concepts and encouraged 91Ƶ to write it down. The best way to help readers understand what it is like to be in this class is to show you: Professor Sample provided a particularly challenging quotation and asked 91Ƶ to help explain it. One student volunteered and Professor Sample asked him to elaborate by saying, Im starting to hear that, but give me an example. The student used an example Professor Sample had just supplied on a PP slide to explain what he was saying. Professor Sample, actively listening, told the student he thought he was hearing the student say O, and Professor Sample drew a visual on the white board to illustrate. The student agreed. Professor Sample acknowledged that this was one possible interpretation but that he wanted another one, and he called on a student, telling her, when she panicked, no one knows, so give it a shot and then, when another student raised his hand to rescue her, let her know the other student was riding to her rescue on a white horse. He continued to prompt 91Ƶ to think more deeply until multiple interpretations had been provided and 91Ƶ could see which was strongest. During the hands-on portion of the class, Professor Sample similarly asked 91Ƶ to do their own work. He intentionally left most of them alone without hovering or interfering. At the same time, he promptly helped 91Ƶ who asked for help or who he saw needed assistance. He also occasionally offered general advice, such as P. Conclusion Professor Sample had to deal with environmental challenges: a cold room, 91Ƶ in other classes needing him to get materials for them from his office, and broken blinds that prevented dimming the room. He dealt with these calmly and with a sense of humor that was also apparent at other times: EXAMPLES HERE. There are a few things Professor Sample might have done differently: perhaps calling on the two 91Ƶ who rarely spoke (although not doing so may have been prearranged with these 91Ƶ) or perhaps collecting written assignments from 91Ƶ at the beginning of class to make it less likely he or the 91Ƶ would forget about them later. These are very minor suggestions; this was an excellent class session. Watching Professor Samples class reminded me of the best general studies classes I took myself as an undergraduate, in which complex theories were made simple and clearly tied to my daily life so that I still use them regularly. The class is a strong addition to our General Studies curriculum: a non-expert myself, I learned a great deal, but I also didnt feel intimidated or lost. Heather McGovern, Director of the Institute for Faculty Development, Associate Prof. of Writing, Writing Program Coordinator ()3:;=>?MVWXchjouv     - . / ; < ? 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