CETL Service Spotlight: Classroom observations
Classroom teaching observations are a core service of CETL. Learn more about how they work--and hear from a UM faculty member who took advantage in the fall 2023 semester.
When educators talk about assessing student work, we differentiate between formative and summative assessments. Ideally, the feedback we are giving students about their work is geared toward helping those learners improve. Formative assessments yield formative feedback aimed to do exactly that–to improve, to learn. Summative assessments, by contrast, are designed to capture whether students have met certain learning goals, the “thumbs up, thumbs down” evaluations that come at the end of a course or learning experience
In CETL, we like to think that what’s good for our students is good for us as educators, too. That’s the rationale behind one of our core services: classroom teaching observations. These observations provide formative assessment of teaching, and they aren’t part of any formal (and summative) personnel evaluation process. Like all the work we do, and in accordance with the ethical principles of our professional association, these observations are confidential and offered upon request from instructors. In this short blog post, we share what the process looks like and hear from one instructor who took advantage of this service in the fall 2023 semester.
When an instructor reaches out to us to request a classroom observation, we will engage in a conversation–synchronously (in-person or via Zoom) or by email–to determine what aspects of the class the instructor wants feedback on. For example, faculty members might be interested in learning what kinds of nonverbal feedback they’re giving and receiving from students, hearing suggestions for generating more student engagement, or just want to get general feedback from an impartial observer.
We recommend instructors let students know in advance that a visitor will attend. While this is optional, it can send a powerful message to students if the faculty member is willing to share that this is something they’re doing to improve their teaching because they care about the student experience. Let the students know this is not a punishment and that it’s a confidential process.
A CETL team member will attend your class–sometimes for the entire class period, at other times for a portion of the class (especially classes that meet for more than 75 minutes at a time). We’ll take notes and observe silently; we are not there to interact with the instructor or students during your class session. If this makes you nervous, remember that we are on your side and want to support your teaching. We don’t expect flawless performances; in fact, we love to see faculty members willing to be human in front of their students (in appropriate ways).
Generally we prefer to debrief with the instructor before their next meeting with the students. We’ll give you some general feedback on our impressions, address any concerns you mentioned beforehand, give you a sense of your class as a student might experience it, and help you reflect on the teaching choices you made during the class. We’ll also help you generate ideas for different teaching choices you might make in the future . At the risk of repeating ourselves, this is entirely confidential. No information from the observation will be shared with your department, colleagues, or students. We don’t even talk about the details of our observations with one another!
Curious about this service from a faculty perspective? We’re glad that one of our Master of Science in Athletic Training (MSAT) program faculty, Heather Landry Shirley, was willing to share details about the observation we did of her class in the fall semester. Dr. Shirley didn’t have to share her experience–it’s very vulnerable to do so! We’re grateful she’s willing to share.
In her own words: Dr. Heather Landry Shirley
This past fall, I reached out to CETL to inquire about scheduling a classroom observation, which I hoped would help give me insight on my teaching style and abilities and gain a new perspective on ways to improve my approach. I always tell my students that this is their classroom as much as it is mine. Although I can provide them with the tools that they can use to become stronger clinicians, it is up to them to make the most of those tools by putting them into practice. I am always looking for ways to improve my approach and get students excited to learn. I know how valuable this information can be to their future professional careers as athletic trainers, but I want them to see the value in learning the details that I have come to know are so important.
When Liz responded to my request, I was met with a kind, enthusiastic, and supportive response that made me feel more comfortable with what I initially perceived to be a rather intimidating experience. To ask someone to come into the classroom, observe every aspect of your teaching, and then pick apart your technique so that they can tell you what you did well or did not do well sounded about as exciting as a trip to the dentist for a root canal. When the day came, I honestly found myself to be more like a student about to defend my dissertation rather than an instructor that had been teaching this same class for the past three fall semesters. It was rather amusing, especially when you consider the fact that I have been a clinical athletic trainer for over 20 years and applied this same information on a daily basis. Much to my surprise, once I got started, I forgot that she was even there. I shifted my focus onto the students and the material and dove right in. Before I knew it, the time was up and the class was taking a much needed break during the 3.5-hour lecture and lab course.
Even though I had given the students prior notification that Liz would be coming to observe me teaching, and introduced her at the start of the class to remind them, the students asked me again if I would share what she had been there for. It was during my response that I saw the mental light bulbs go off for them: “I had just been evaluated so that I can improve on my teaching and make this a better learning experience for you all.” The looks on their faces seemed to be surprise mixed with joy. One student even commented, “Well, that’s scary but pretty cool. Honestly, that was our best class yet!”
Later that week, I followed up with Liz for a debriefing. I had fully prepared myself for criticism. What I found, instead, was a constructive meeting that highlighted what she perceived as my strengths. Liz brought to light some aspects of my teaching that I had no idea that I was even doing. Of course, there was also constructive feedback and tips to help make me better. However, instead of leaving the experience feeling criticized, I left feeling empowered with the confidence that I was taking critical steps towards growing as an educator and becoming the best that I could possibly be!
My advice to faculty, even those that have been teaching much longer than I have, would be to consider this experience if you haven’t already. Step outside of your comfort zone and explore what you may not even realize you’re capable of in the classroom. It may be that you find a whole new outlook on teaching and meet your students with a new perspective on how they experience the learning environment.
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To request a classroom observation from CETL, fill out this form. A CETL consultant will be in touch soon!