Flipping Classroom Observations: Professional Development for the Observer Instead of the Observed

Meadow Schroeder, Robin Mueller

Post-secondary institutions in Canada are becoming increasingly aware of the importance of quality instruction for student learning (Fraser & Ling, 2014). What was traditionally considered secondary to research, instruction has found increased prominence within academia. Universities have started to provide professional development for faculty in the areas of teaching and assessment (Fraser & Ling, 2014). To create a culture of learning, our University created a teaching academy made up of faculty recognized for their teaching excellence. The academy was asked to generate ways to encourage other faculty members to participate in teaching development opportunities. In response, the Academy proposed that instructors across campus be invited to open their classrooms to peer observers. The academy believed that by observing how other faculty created a culture for learning through the use of different pedagogies and technological tools, peer observers would be motivated to change the culture of learning in their own classrooms. During one week, volunteer faculty from multiple disciplines opened their classrooms to peer observers. Unlike typical classroom observations, the observations were non-evaluative, meaning the observers did not provide feedback to the instructors (Hendry, Bell, & Thomson, 2014). Instead, the observations were an opportunity for observers to reflect upon their own teaching practices. There is a paucity of research on nonevaluative peer observations. At the end of the week, observer participants were surveyed about their experience. Results found that after observing their colleagues, faculty were motivated to change or revise their teaching practice. They reported an increased appreciation for the student experience and how different teaching practices affected classroom learning. Detailed findings and implications for teaching practice will be discussed.

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