Global Real-Time Assessment Tool for Teaching Enhancement (G-RATE) pedagogical profile
In fall 2013, my teaching was evaluated using the G-RATE assessment tool by Cox and Sambamurthy. This tool was, as is stated in the report I received, " developed by researchers in an effort to provide multidimensional direct observational feedback to engineering instructors about their instructional interactions in a classroom". It also says that " the conceptual framework in which the G-RATE was based is the "How people learn framework", the same one I used for describing my teaching philosophy. Accordingly, I was recorded while in class for one hour at the end of the semester.
Reflection: The evaluation shows that I was committed at that time to build community in the classroom, and that I needed also to be aware of my students' misunderstanding of concepts, and to give them more guidance. My first thought on this is that since we were using the studio classroom, it was difficult for the recorder to hear my conversations with students, accordingly, I can expect that there were no evidence of me asking students their understanding of concepts. It was my first time teaching at Purdue, and teaching this course, and using the flipped classroom. I hope I can be tested again in the future.
Reflection: The evaluation shows that I was committed at that time to build community in the classroom, and that I needed also to be aware of my students' misunderstanding of concepts, and to give them more guidance. My first thought on this is that since we were using the studio classroom, it was difficult for the recorder to hear my conversations with students, accordingly, I can expect that there were no evidence of me asking students their understanding of concepts. It was my first time teaching at Purdue, and teaching this course, and using the flipped classroom. I hope I can be tested again in the future.