Fostering Reflective Teaching: Using the Student Participation Observation Tool (SPOT) to Promote Active Instructional Approaches in STEM

Autor/inn/en	Theisen, Cara H.; Paul, Cassandra A.; Roseler, Katrina
Titel	Fostering Reflective Teaching: Using the Student Participation Observation Tool (SPOT) to Promote Active Instructional Approaches in STEM
Quelle	In: Journal of College Science Teaching, 51 (2022) 4, S.35-45 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Reflective Teaching; Student Participation; Classroom Observation Techniques; Web Based Instruction; Teaching Methods; STEM Education; Higher Education; Evidence Based Practice; Faculty Development; Data Use; Student Centered Learning; Active Learning; Data Collection + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Hochschulbildung; Hochschulsystem; Hochschulwesen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Data capture; Datensammlung
Abstract	The Student Participation Observation Tool (SPOT) is a web-based classroom observation protocol developed for higher education STEM courses and based on research on evidence-based practices. The low-inference and objective nature of the SPOT and visual outputs make it an optimal tool for teaching professional development. The SPOT allows novice users to use data from their own classes to reflect on, and make data-driven changes to, their teaching practices. In particular, the SPOT was designed to present faculty with objective data related to their use of active instructional approaches, be easy for practitioners to use, and provide data outputs that are illustrative and non-evaluative. Use of the SPOT in a workshop series revealed that these design features allow faculty to collect reliable observation data with minimal training. Furthermore, SPOT data promoted faculty reflection on teaching practice and motivated faculty to make changes to their teaching that aligned with more learner-centered practices. Beyond teaching professional development, we suggest how the SPOT may be used to increase the usefulness of peer observation for teaching evaluation. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01