Chapter 11: Lessons Learned from Developing a Learning-Focused Classroom Observation Form

Abstract

We thank Bob Noyd for sharing his insights on an early version of the observation form, as well the Academy's Biology, Chemistry, and Physics Departments for assistance and feedback in our initial pilot testing.

6: The Value of the Narrative Teaching Observation to Document Teaching Behaviors

“…In addition, I am able to give the instructor feedback on instructional design, whether the course goals and learning outcomes are being met, and whether the methods are appropriate to the goals and outcomes. As Jones et at. (2009) learned while developing a learningfocused classroom observation form, "effective course design is critical" (p. 209).…”

“…One of the most important responsibilities of faculty developers, and a central mission of teaching and learning centers, is to "help faculty members develop, assess, and refine their teaching skills" (Frantz, Beebe, Horvath, Canales, & Swee, 2005, p. 73). Classroom observation is an established tool for this purpose (Chism, 2007;Frantz et aI., 2005;Jacobson, Wulff, Grooters, Edwards, & Freisem, 2009;Jenson, 2002;Jones, Sagendorf, Morris, Stockburger, & Patterson, 2009;Lewis, 2002;Millis, 2006;Wehlburg, 2005;Wilkerson & Lewis, 2002) and "a powerful and effective faculty development strategy" (Wilkerson & Lewis, 2002, p. 74). "Classroom observations powerfully document teaching activities, encourage reflection, foster constructive dialogues, and strengthen teaching," observes Millis (2005, p. 34).…”