Evidence-Based Teaching, Fall 2011 Drs. Anne Belcher & Linda Adamson, Instructor s Session 9, Oct. 27, 2011 Evidence-Based Teaching, Fall 2011 Drs. Anne Belcher & Linda Adamson, Instructors Session 9, Oct. 27, 2011

 END PRODUCT: An authentic teaching project representing the integration of practices of evidence-based teaching  STEPS ALONG THE WAY (so far!):  Overall PLAN & learning objectives  The basis for determining focus & evidence of learning  Needs assessment  The basis for measuring the gap between PSA & DSA  Literature review  The basis for selecting a way to close the gap  Instructional strategies/media  What you selected & how you will use it Situating the New Learning

And learning that will follow:  STEPS REMAINING TO REACH THE GOAL:  Evaluative Items/Rubric  The basis for determining the extent to which learners hit the target(s)  TEACHING PROJECT  The integration of all preceding steps in polished form, with materials used and self evaluation  PEER REVIEW of a colleague’s project  The basis for considering another perspective  RESPONSE TO PEER FEEDBACK  The basis for moving forward on the basis of this learning

THIS SESSION, Learners will…  Situate this class session within the sequence of course topics to identify gaps in understanding before proceeding.  Examine the results of a formative course evaluation to identify the recommendations most likely to have a positive impact on learning.  Examine approaches to course evaluation in light of personal experience; synthesize recommendations to inform future practice.

Additionally, learners will also…  Share experiences in peer evaluation of instruction to integrate with recommendations of a research- supported model of peer observation of clinical and classroom instruction.  Review upcoming course assignments to identify gaps in understanding before proceeding.  Use a structured process to provide meaningful feedback to peers in support of each others’ learning progress  Reflect on learning to provide feedback to instructors for continuous improvement of teaching and learning.

 Review the synthesis of this class’s mid-term feedback.  Identify 3 – 5 recommendations that are likely to make the strongest positive contribution to learner success.  Justify your top recommendations:  What problem would be resolved by each of your top 3-5 recommendations?  How, specifically, would you expect learners to benefit from each? FORMATIVE Evaluation

SUMMARY RECOMMENDATIONS: 1)… 2)… 3)… 4)… 5)…

Course Evaluation: How used? How effective? Share experiences with student ratings used in:  School of Medicine  School of Nursing  School of Public Health

a)Student Performance (attainment of course objectives demonstrated) b)Self-evaluation (progress toward achievement of professional goals) c)Dept. Chair Observation (best used for mentoring, supporting growth) d)Peer Observation (best used as part of overall learning community growth) e)Visiting Experts – observe, evaluate data, interview students… (often used as part of accreditation) (See Arreolo, 2007) Additional Tools & Procedures to Evaluate Faculty Quality in Teaching

Peer Review of Classroom Teaching: Examining a research-supported model

Next Steps in Teaching Project: Evaluation Items/Rubric:  How will you gather evidence of your students’ learning?  How will you use it to identify different levels of learner success?  How will results help inform your subsequent teaching?

Structured Group Conversation: EACH group member has 3-5 min:  What is coming together successfully?  What are you mulling, questioning, trying to resolve?  What would you like ideas about? Group members respond (abt. 5 min.): Encourage! Share relevant personal experience, ideas. Pose questions to prompt further thinking.

Revisit tonight’s learning objectives. Evaluate the extent to which each objective was successfully addressed. Describe any new understandings, greater clarity, or additional insights that you developed during this session. Provide a suggestion for how this session could have been more effective. Reflect on Learning

Elzubieir, M. & Rizk, D. (2002). Evaluating the quality of teaching in medical education: Are we using the evidence for both formative and summative purposes? Medical Teacher, 24(3), Retrieved from Hatzipanagos, S. & Lygo-Baker, S. (2006). Teaching observations: A meeting of minds? International Journal of Teaching and Learning, 17(2), Retrieved from Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3 rd ed.). San Francisco: Jossey-Bass, Additional References for Further Reading