Critical Teaching Behaviors Book Club
Defining, Documenting, and Discussing Good Teaching
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
Include for student diversity by utilizing accessibility standards
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.
Date: Friday, February 21, 2025
Time: 12 – 1:15pm
Location: HBL 1102
Register - https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3173
For more information, contact: Stacey Valliere at stacey.valliere@uconn.edu