Checklist
for Evaluating Your Teaching Methods
 Step-by-Step
Guide to Assessment, Evaluation, and Curriculum Redesign
Checklist
for Evaluating Your Teaching Methods
A detailed and fresh look at your teaching methods is crucial
for self-assessment and self-evaluation. Our goal is to
ensure that your method of course assessment aligns with
your method of teaching.
Determine How You Teach
You can print out and use the following chart to evaluate
your teaching methods and see if they align with your method
of assessment. The first and second columns offer you a
checklist of teaching styles. Check those that apply to
your work. The third column has verbs that describe the
desired reactions from students for each approach. You should
write a brief description of the performance assessments
you currently use in the last column. This will become a
guide that you can refer to during the rest of the workshop.
|
Method
|
Check
|
What students can do
|
Performance assessments
|
| 1. Didactic/Direct Instruction |
|
Receive, take in, respond |
|
| Demonstration/modeling
|
|
Observe, attempt, practice, refine |
|
| Lecture |
|
Listen, watch, take notes,
question |
|
| Questions/convergent |
|
Answer, give response |
|
|
2. Coaching
|
|
Refine skills, deepen understanding |
|
|
Feedback/conferencing
|
|
Listen, consider, practice,
retry, refine |
|
|
Guided practice
|
|
Revise, reflect, refine,
recycle through |
|
|
3. Facilitative/Reflective
|
|
Construct, examine, extend meaning |
|
|
Concept attainment
|
|
Compare, induce, define,
generalize |
|
|
Cooperative learning
|
|
Collaborate, support others,
teach |
|
|
Discussion
|
|
Listen, question, consider,
explain |
|
|
Experimental inquiry
|
|
Hypothesize, gather data,
analyze |
|
|
Graphic representation
|
|
Visualize, connect, map
relationships |
|
|
Guided inquiry
|
|
Question, research, conclude,
support |
|
|
Problem-based learning
|
|
Pose/define problems, solve,
evaluate |
|
|
Questions (open-ended)
|
|
Answer and explain, reflect,
rethink |
|
|
Reciprocal teaching
|
|
Clarify, question, predict,
teach |
|
|
Simulation (e.g., mock
trial)
|
|
Examine, consider, challenge,
debate |
|
|
Socratic seminar
|
|
Consider, explain, challenge,
justify |
|
|
Writing process
|
|
Brainstorm, organize, draft,
revise |
|
|
This chart was adapted from UNDERSTANDING BY DESIGN, by Grant Wiggins and Jay McTighe, 1998, figure 10.2, pp 160, Alexandria, Va. Published by the Association for Supervision and Curriculum Development. Copyright © ASCD. Reprint by Permission. All rights reserved.
The kinds of teaching methods you use will be different
for each distinct course of study, grade level, and classroom.
A healthy curriculum, generally, would be tilted toward
more evaluation and less recall. An over-emphasis on didactic/direct
instruction may not afford students much opportunity
to demonstrate mastery of complex learning.
|
