Teaching Self Reflection
Faculty who teach a credit-bearing course must complete the teaching self reflection component. This component is integrated into all relevant myVITA evaluation forms. The body of the teaching self reflection is four questions in length and is included in the “teaching” section of the myVITA self evaluation form.
LINK TO REVIEW OF TEACHING WEBPAGE
Teaching Self Reflection items incorporated into myVITA. Questions are in italics.
Teaching Self-Reflection Overview
As you think about the courses you taught this last year, please choose at least one course and reflect through the following prompts. See the Review of Teaching webpage for additional guidance. myVITA does not auto-save and will time out your session after 60 minutes. To avoid losing your work, click save at the bottom of the form often, and please draft your text responses in a word processing application like Word. For more information and guidance, reference the links available in the top instruction form section.
Course I am reflecting on. If you do not have a course to reflect on, describe your instructional context:
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Teaching Self Reflection: Student Feedback
Please note that your student feedback scores are displayed in each of the four data constructs, which are “Collaborative”, “Supportive”, Structured”, and “Cognitive Engagement”. Use the space below to contextualize your student feedback data. See the Review of Teaching webpage (linked at top of this form) for additional guidance.
Student Feedback
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Teaching Self Reflection: Learning Environments
Effective educators use student-centered instruction to create learning environments so that all learners can be successful. Thinking about your class, in what specific ways are you fostering or developing student-centered learning environments so that all learners can be successful?
Learning Environments
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Teaching Self Reflection: Course Learning Objectives
For the course(s) you have selected to reflect upon, please list your Course Learning Objectives and reflect on how your learning activities and assessments align with up to three of these objectives.
Course Learning Objectives
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Teaching Self Reflection: Reflecting on Dimensions of Teaching for Learning Effectiveness at Mizzou
The University of Missouri identifies four Dimensions of Teaching for Learning Effectiveness:
1. Welcoming and Collaborative
2. Empowering and Supportive
3. Structured and Intentional
4. Relevant and Engaging
Please select one of the four dimensions to reflect on for this past year of teaching. Consider how your current teaching involves this dimension and how you might explore it further. For more information on each Dimension, including specific elements of each that can provide ideas for reflection, please reference the links available in the top instruction form section.
Reflecting on Dimensions of Teaching for Learning Effectiveness at Mizzou