Feedback for Teaching
This resource has been prepared by the Teaching Centre at the University of Lethbridge to help provide direction for Instructional Staff to gather quality feedback on their teaching for the purpose of self-reflection and growth. These resources have been written and assembled from a broad range of sources and where appropriate references to the original materials have been included. The majority of this resource is designed to assist Instructional Staff in gathering quality feedback on their teaching for the purpose of helping them to grow professionally as instructors. While this information can also be used for inclusion on yearly PAR reports and STP submissions to support growth and development concerning teaching efficacy, it is not intended to be used as any form of external evaluation of teaching.
We acknowledge that looking critically at how one performs in the classroom can be a scary proposition for many of our Instructional Staff. The majority of our staff who teach do not have backgrounds in teaching and learning strategies or theories but instead are professional researchers, scientists, business people and artists. This resource is designed to provide a variety of places to start gathering feedback on teaching efficacy in ways that work for each individual. There is no magic bullet or “one-size fits all” when it comes to professional growth and development in teaching.
Our Teaching Development Facilitators are looking forward to discussing your teaching development needs in a confidential and supportive setting. Contact us today to book your one-on-one consultation, classroom observation for feedback, or course review.
Often the perception is that the only method for gathering feedback on teaching is through the end of semester course evaluation process. In fact, there are a wide variety of ways for instructional staff to collect information on their teaching practice. In this resource we have divided a variety of methods into the following categories: