Are you interested in learning about how other educators across the university teach? Do you want to learn more about active learning practices or facilitation?
The Open Classroom Initiative invites instructors who are curious or passionate about teaching development and evidence-based pedagogies to observe lectures led by Queen’s Teaching Award recipients from various departments. Through this program, instructors can engage in peer observation, reflection on teaching strategies, and create opportunities for connection. The purpose of a peer observation is not to evaluate, but to encourage an open exchange of ideas and strategies between peers around pedagogical strategies. Through this initiative, instructors can experience learning and teaching across a variety of different subjects and support a community of practice centred around the enhancement of teaching practice. Instructors can attend a class from the list of available courses and are invited to attend a post-observation discussion at the CTL with the presenting faculty member and other observing participants to engage in conversations about pedagogical practices and instructional strategies.
Intake form for award recipients to open their classrooms for observation
To learn more about the benefits of peer observations:
- Hendry, Graham D. and Oliver, Gary R., Seeing is Believing: The Benefits of Peer Observation, Journal of University Teaching & Learning Practice, 9(1), 2012.
- Mueller, R., & Schroeder, M. (2018). From seeing to doing: Examining the impact of non-evaluative classroom observation on teaching development. Innovative Higher Education.
- Race, P (2014) The Lecturer's Toolkit : A practical guide to assessment, learning and teaching. Taylor & Francis Group, London. Available from: ProQuest. Ebook Central.
- Siddiqui, Z.S., Jonas-Dwyer, D. and Carr, S.E., 2007. Twelve tips for peer observation of teaching. Medical Teacher, 29(4), pp.297-300.
- Van Waes, S., De Maeyer, S., Moolenaar, N.M., Van Petegem, P. and Van den Bossche, P., 2018. Strengthening networks: A social network intervention among higher education teachers. Learning and Instruction, 53, pp.34-49.
- Walker, R. and Forbes, D., 2018. Cross-institutional peer observation by online tutors: Sharing practice ‘outside the family’. Innovations in Education and Teaching International, 55(3), pp.285-293.