1. TILT Summer Conference
Welcome to the
TILT Summer Conference
Day 2
May 22-23, 2019
start reef system
Welcome to Day 2! -
Thank you for coming out today.
Yesterday -
A few housekeeping notes:
Great conversation with Dr Strayhorn about
coffee & pie at 3:30 - table topics-> teaching squares, working in faculty teams, among others

2. 3. Click the + in the upper right hand corner.
To participate with iClicker Reef: …
3. Click the + in the upper right hand corner.
4. Type in & Select Reef University
5. Type in & Select Summer Conference 2019
6. Click Add This Course
7. When the presenter starts the session, select Join.

3. http://bit.ly/colostate-tef Recap of the framework
As Jen mentioned yesterday, we wanted to develop a common language to talk about teaching practice at CSU
Opportunity to shine a spotlight on teaching…
Vision - we were intentional in our organization of the PD and tying it to the framework. connection to PD

4. Developing and Evaluating Teaching Effectiveness
Collaborate with colleagues
Join a Community of Practice
Attend PD aligned with Teaching Effectiveness Framework/goal
Peer Observations
Literature research/ Self-Reflection
Provost Academy
Teaching Squares
REFLECT & ASSESS
Use evidence to gauge teaching strengths and growth areas
Teaching Practices Inventory
COPUS
Peer Feedback
Self-Reflection
Teaching Effectiveness Framework
Annual Review
Course Evaluations
Teaching Squares
ENGAGE
Participate in professional learning aligned with the Teaching Effectiveness Framework
REFINE
Write/revise a goal
IDENTIFY & ALIGN
Choose one growth area and align it with a domain on the Teaching Effectiveness Framework
Set a SMART goal: Specific, Measurable, Achievable, Relevant, and Time-bound
Determine how you will measure achievement of the goal
New’ish program that aligns with the framework - Teaching Squares

5. Reflect
When you think about peer observation, what is the first word that comes to mind?
NOTE: If you input a phrase:
140 character limit
use-hyphens-in-between-the-words
Review word cloud

6. Growing Your Teaching Practice through Classroom Observation
Self-referential Reflections
Reciprocity & Shared Responsibility
Appreciation
Mutual Respect
Teaching Squares at CSU
Review word cloud
Roots & Philosopy
-- CC and teaching colleges… Tufts University, Stetson U, U of Washington-Tacoma, Appalachian State U., U of Calgary, Stonehill College, St. Louis Community College, Leeward CC,
Our objectives/approach - level playing field (safe), all instructors working to improve our practice (growth); going into the classroom as a learner (honor others experience), teaching as a practice…
Participants form peer groups of 3 or 4 to form a “square”
Squares meet with TILT staff to plan observations
TILT provides training on best practices for supportive observation and observation for self-reflection
TILT provides tools for observation, self-reflection, and self-evaluation

7. Teaching Squares at CSU by the Numbers
Spring 2018
30 faculty
21 GTA’s
16 hours
6 observations
5 cohorts (3 faculty, 2 GTA)

8. It was good to see a class that is a prerequisite for my class.
Meeting people of such different backgrounds than mine, but, even so, discovering that all of us share common desires to do the best for our students...
It was nice to be a student in the classroom and observe the techniques that the other professors used that worked really well and also those that didn’t work as effectively.
It was good to see a class that is a prerequisite for my class.
Learning, then, it would seem, almost naturally happens through peer observation. The unique benefit of observation is that it provides a forum for learning through exposure, contemplation, and often, imitation.” ~ Mathew O. Richardson, VP of Advancement at BYU
--philosophy of Richardson - BYU- currently the VP of advancement at BYU.
Quotes from past participants

9. [Tonya] - One of the most powerful aspects of TS is the self reflection..
Faculty Focus article - Dr. Neil Haave U of Alberta
The intention of the square is not to criticize each other’s teaching. Rather, it’s to gather ideas on different teaching approaches that might be used in one’s own classes. It’s an opportunity for faculty to reflect on their own teaching in light of colleagues’ teaching examples. Could I do something like that? Would that approach work with the content I teach? I might be able to use that, but what would I need to change so that it better fits with my teaching style? Are my students ready for a strategy like that? It’s a constructive way to confront current teaching practices in light of some potential alternatives.
U of Calgary- Teaching Squares initiatives are designed to enhance teaching and learning and to build community through a process of reciprocal peer observation, self-reflection, and group discussion. Conventional peer observation teaching development programs emphasize the giving and receiving of critical, evaluative feedback among colleagues. In contrast, Teaching Squares approaches involve reflecting on what can be learned about one’s own teaching by observing colleagues. Beginning with the work of Stephen Brookfield (1998), critical reflection has come to be recognized as an important tool for enhancing teaching practice. In keeping with Brookfield, the Teaching Squares emphasis is on self-evaluation and reflection rather than on evaluating others.

10. Instructional Strategies
Curriculum/Curricular Alignment
Classroom Climate
Student Motivation
Pedagogical Content Knowledge
Inclusive Excellence
Feedback & Assessment

11. Self-referential Reflections Reciprocity & Shared Responsibility
Appreciation
Mutual Respect
Teaching Squares at CSU
Interested in receiving updates about Teaching Squares?
Yes [type in your address]
No [type in “no thanks”]
Interested? Two hour training before fall semester and spring semester
Yesterday - a lot of interest in instructional strategies - we wanted to highlight a few things from Drs. Garrity & MacFarland’s presentation...

12. Active Learning Tips from Dr. Debbie Garrity and Dr. Kerry MacFarland
Break it - what would happen?
Draw it
Students address misconceptions
Ask “why” questions
Explain this to your grandmother
6. Analogy (extended metaphor)
7. Compare/Contrast (students create a chart)
8. Expand a clicker question
9. Predict the next step
10. Have students work the example problem

13. Making Time for Active Learning
from Dr. Debbie Garrity and Dr. Kerry MacFarland
What I should cover comes down to breadth vs depth. We want both, but we can compromise.
What are the learning goals for the course, and does the topic support those?
What is absolutely necessary as foundational material for the rest of your course?
Which concepts fit in the curriculum of majors enrolled? Talk to those instructors. Find out a few key concepts and focus on those.

14. Themes from Yesterday Availability of workshop materials - yes.
Evidence - many departments beginning this conversation - information at 11!
Course surveys - how to get students to complete it
Supporting students to belong as well as accountable & independent
Inclusivity => belonging => engagement
Workshop materials - will be put on the website
Supporting students
How do you figure out how to support students without enabling them? We want them to belong, and be accountable and independent.
Can a TEF framework be developed one for students?
Evidence
Help department develop a quantitative set of scoring tools for teaching effectiveness beyond just engagement/active
Specific applicable to us examples of teaching effectiveness evidence
Provision of resources and tools to help with teaching effectiveness evaluation (evidence for use in annual reviews)