NOTE: This is an update to my Grading the Teacher post where I introduced the Reformed Teaching Observation Protocol (RTOP) rubric.
How often in your teaching do you:
- show respect for student’s prior knowledge and misconceptions?
- engage students in exploration before your presentation?
- allow student questions to guide your lessons?
- engage students as members of a learning community?
- promote strong conceptual understanding?
- make connections to other disciplines and the real world?
- represent phenomena in multiple ways?
- have a significant amount of student-to-student talk?
- play the role of “teacher as listener?”
According to the original RTOP rubric, those are just a few of the many characteristics of a reformed, inquiry-based classroom. But why are these characteristics important? And what are some examples?
Thankfully, I just discovered that physics teacher Drew Isola has edited the original RTOP rubric to create a more self-reflective guide to reformed teaching. In his version, he includes a description of what each criterion means, why it is important, and asks the teacher to give examples from his/her own teaching.
As we start a new year, think about the ways in which you can incorporate more of these teaching strategies into your classroom. (The PDF version above is posted on Scribd. You can access the MS Word version here. More information about the original RTOP rubric here.)