Critical Teaching Behaviors Book Club | Inclusive Teaching - ie3

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What does “good teaching” mean, and what does it look like?

Perhaps you have grappled with this question, either as an educator seeking to improve your own teaching practice or as a colleague asked to assess the teaching of others. This book club is for you!

Join us to explore an evidence-based guide to effective teaching and learning! In this book club we will examine teaching effectiveness through the lens of the CTB framework of high-level behaviors that can be adopted and adapted to individual instructor and disciplinary context. More practically, it relies on evidence that can be observed by peers, leans on student feedback, and one’s own reflective narrative of teaching effectiveness. Discover equitable and inclusive strategies, participate in productive conversations centered around teaching and learning, and access a toolkit of resources to apply from day one.

The book offers a holistic method of documenting and assessing teaching effectiveness by including a variety of evidence and perspectives to both develop teaching skills and demonstrate achievements in promoting student learning. Each session is framed around the questions, “What do we know,” “What do we do,”, and What do we show?” and will focus on:

Identifying behaviors of good teaching
Reflecting upon the teaching behaviors already in practice
Implementing research-based, effective teaching behaviors across each of the six CTB categories
Documenting teaching behaviors
Conducting and/or reflect on peer observation
Collecting and/or reflect on midterm feedback
Using a core value statement to purposefully select and frame evidence of effectiveness in a coherent teaching narrative

Click here to sign up for the entire series and receive a free copy of the book (while supplies last)!

Location: Babbidge library, room 1102
Time: 12-1:15pm

Instructors who align components of learning experiences start with clearly defined learning outcomes. Teaching and learning activities, assessment tasks, and feedback build on each other to support student progress towards these outcomes.

In this session, we will discuss:

Aligning course outcomes to program
Defining actionable, learner centered outcomes
Aligning content, assessments and activities with outcomes
Stating course module, lesson, and/or assignment at each stage of learning
Emphasizing connections
Presenting content and activities at multiple levels of engagement and challenge

Instructors who create an inclusive learning plan for student diversity by utilizing accessibility standards when designing and delivering content. They cultivate an atmosphere in which students experience a sense of belonging conducive to emotional well-being for learning.

In this session, we will discuss:

Fostering classroom community
Normalizing struggles
Implementing trauma-informed educational practices

Join us to learn observable behaviors and strategies to identify concrete areas of strengths and need for improvement in course delivery and design.

Instructors who engage students purposefully select research-based techniques to ensure that students actively participate in the learning process and take responsibility for their intellectual development.

In this session, we will discuss:

Communicating regularly, openly and transparently
Designing course activities to intentionally promote student-instructor, student-content, and student-student engagement
Using varied instructional methods to engage all students
Fostering self-regulated learning
Relating course content to relevant examples and applications
Incorporating current research and promoting student participation in disciplinary research

Instructors who integrate assessment into their teaching develop and facilitate transparent, meaningful assessment tasks to provide students with timely feedback on their learning and measure achievement of learning outcomes. They regularly review data to improve instruction.

In this session, we will discuss:

Aligning assessments with goals and activities
Scheduling regular summative assessments to measure progress toward outcomes
Embedding formative assessments and opportunities for self-assessment
Communicating purpose, task, and criteria for assessments
Providing timely, constructive, and actionable feedback to students
Reviewing assessment data to make informed decisions

Instructors who integrate technology responsibly use tools to provide access to high quality instructional materials and accessible, engaging learning opportunities beyond traditional barriers of place and time.

In this session, we will discuss:

Selecting limited and relevant technologies
Leveraging technology to increase access
Using technology effectively and efficiently
Considering pedagogical needs relevant to instructional modality
Ensuring materials and tools meet legal requirements

Instructors who reflect regularly gather feedback on their teaching from self-assessment, students, and peers to identify opportunities for growth. They pursue improvements to their instruction through professional development and research activities.

In this session, we will discuss:

Assessing personal growth
Inviting feedback
Planning for personal growth
Defining what motivates your approach to teaching
Formulating your foundation of good teaching

Learn how to incorporate the CTB framework as the foundation for a common language to showcase, discuss, and evaluate good teaching.

Peer observation supports ongoing professional development, encourages collaboration, and fosters a culture of continuous improvement, all of which contribute to a positive and effective learning environment.

In this session, we will explore the following questions:

What can Peer Observation accomplish?
How does the CTB observation protocol promote effective peer observation?
How can you adapt the CTB observation protocol to your needs?

Student feedback is invaluable for its role in improving teaching and learning, promoting positive relationships, and ensuring that educational practices align with the needs and expectations of students. By regularly gathering and analyzing feedback, faculty can make informed decisions to enhance teaching methods and course design.

In this session, we will explore the following questions:

What is GIFT and what are the benefits?
What are the instructor benefits of the CTB GIFT protocol?
What is the CTB process for conducting GIFTs?
How can we adapt the CTB GIFT to meet your needs?

Teaching narratives encourage faculty to adapt and innovate in response to changes in education, technology, and student needs. It highlights a commitment to staying current with best practices and seeking new ways to engage and challenge students.

In this session, we will explore the following questions:

Why do we document teaching effectiveness?
How do we document teaching effectiveness?
How can the CTB framework help you document teaching effectiveness?

Teaching narratives encourage faculty to adapt and innovate in response to changes in education, technology, and student needs. It highlights a commitment to staying current with best practices and seeking new ways to engage and challenge students.

In this session, we will explore the following questions:

Why do we document teaching effectiveness?
How do we document teaching effectiveness?
How can the CTB framework help you document teaching effectiveness?