1. Defining and tracking learning goals

  • Instructor's learning goal for the evaluated class session or assignment
  1. Have students apply real-world examples to the economic concept(s) being addressed that day through discussion
  2. Have students recognize that their experience is relevant and they actually have lots of knowledge

  • Instructor's teaching goals for the evaluated class:
  1. How does the instructor manage student initiated "diversions" (off-topic comments)?

  • At least one way that this learning goal is helping the instructor define his or her teaching
  1. Engaging non-traditional students in higher education
  2. Encouraging learning as a fun and approachable thing, and appropriate to their lives
  3. Pride in working class experience, reflected in economic thought.
  4. Collecting data about her students in the manner described below will allow Dory to see which sections of her class are soliciting the most student-led discussions/examples.
  5. **Measuring the teaching goal above will help Dory gain data about the range of strategies she is currently using to manage student initiated diversions.

  • Instructor's vision of how students will step towards that goal
  1. participate in class discussion
  2. offer their own examples
  3. transition to student-led discussion, or at least not just call-and-response

  • Observer's understanding of what exactly he or she is tracking
  1. As an observer of Dory's class I will be taking a written record of how she responds to/manages student initiated diversions. This will be measured by enumerating the number of times this happens (and Dory's response) on a pre-prepared table.
  2. As an observer of Dory's class, I will be tracking (via pre-prepared map/tally sheet), the number of times that her students:
  • A) offer examples of their own: count only what number of students do this (as opposed to how many times each student does this).
  • B) actively steer the direction of class discussion: more than 2 student exchanges before the instructor has to enter the conversation again.
  • C) participate in class discussion: proportion of the class that does this per activity/section of the class, in order to gauge which activities solicit most student participation.

  • Observer's understanding of how the tracked session or assignment will be measured
  1. We will pre-prepare a record keeping sheet (table) that will track the following information about Dory, via tally:
  • How many times a student-led distraction occurs
  • What Dory's response is to the distraction

  1. We will pre-prepare a record keeping sheet (map) that will track the following information about students, via tally/symbols:
  • Number of times a new student participates / overall: how many different students participated
  • Number of times a student offers their own example
  • Number of times discussion is student-initiated
  • Maria will print 3 copies of the map, and use one for each of the three main segments of class in order to compare students engagement across activities.

Classroom map for Observer Tallying:
(Students will have table cards or stickers with their ID #)
teagle observation map oct 2014-01.jpg
teagle observation map oct 2014-01.jpg

(To be printed 3x in letter size!)

Distraction and Response Tally Sheet

Type of Student Distraction
Dory's Response
Did this get the class back on track? Y/N
Asking personal questions of DK

Asking a question about homework or attendance in the middle of a lesson

Making unrelated comments

Speaking quietly to DK so that side conversations erupt



Type of Student Distraction

2. Timeline

9/25: Observation Planning workshop: DONE

10/3: Meet to write observation plan: DONE

10/6: Present observation plan to Teagle Fellows

10/[between 7th-23rd]: Meet to revise observation plan after presentation + design tally sheet

11/13: Observe class

4 pm -- meet to go over final class lesson plan and observation specifics
4:30 -- class begins. Dory introduces Maria.
Part A: review of previous concepts, go over homework
5:00 Part B: introduction of new topic, discussion of reading
5:30 Part C: in-class writing
6pm Break
6:15 Part D: first draft of final papers due! discussion of topics, challenges, etc
6:45 Part E: discussion of current events newspaper article
7:15 Class dismissed
7:5-7:30 After-class discussions with students.

11/17: Dory and Maria meet to debrief + write report

12/8: Teagle meeting / reporting back