Inclusive Teaching Guide: Evaluation and Reflection

Just as we assess our students' learning, it is also important to evaluate our own practice and performance in the classroom. After a class or instructional session, take a minute to debrief, reflecting upon how it went.

To guide your self evaluation, consider Char Booth's Three Question Reflection:

• What was positive about the interaction? As in, what went well? This could be anything, from your own teaching performance, to student engagement, to faculty buy-in.
• What was negative about the interaction? As in, what did not go so well? Perhaps there were technical difficulties, or students were unresponsive during a discussion. Be kind to yourself here, the goal is growth not ridicule.
• What is one thing you would like to improve or follow-up on? This could be an activity you want to revise, a new approach to a concept, or just finally reporting that one computer that always acts up.

Adapted from Booth, Char. 2011. Reflective teaching, effective learning: Instructional literacy for library educators. Chicago, IL: American Library Association.

Class observations are beneficial on both sides. Having a trusted colleague observe your teaching is one of the most valuable ways to get feedback, and being an observer can provide new ideas and information.

It can be helpful to structure the observation by identifying and sharing certain goals or particular aspects of the class or your teaching that you would like feedback on. This could be broad, like a new technology you are trying for the first time, or more specific, like you are wondering if you talk too fast. If you are the observer, remember to take note of things that worked well. Share positive feedback first before offering any constructive criticism.

Feel free to contact a librarian from IRS to set up a class observation!

A key element to inclusive teaching is intentionality and reflection. To help us use these best practices in our own library instruction sessions, try using these two guided worksheets, based on those created by Sewanee University. The first serves to encourage consideration of inclusion in class preparation. The follow-up worksheet allows for reflection on the actual classroom experience.