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Dimension#SubdimensionLevelsRatingscomments
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Content Organized to Facilitate Linking and Seeing the Big Picture1Compelling preview. The instructor provides…1 = no outline or preview of any kind
3 = an outline or preview, but it is not clear or does not motivate learning
5 = a brief but effective preview of topics or goals that helps to situate the material and build interest
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2Helps students recall previous knowledge/situate the new material in the bigger picture of what has already been learned. The instructor provides…1 = no review or situating at all; jumps into new material
3 = some review or situating but it is unclear
5 = a clear review that leads naturally into the day’s lecture and draws on more than just last lecture
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3Homework or pre-readings are explicitly addressed in class to support their understanding (if assigned) 1 = assigned homework or pre-readings are ignored
2 = they are mentioned as important, but not connected in content in the lecture
3 = they are connected into the lecture, but treated as if already understood
4 = some time is spent reviewing key content of homework or pre-readings
5 = lesson continues only after evidence that students have understood key ideas from homework or pre-readings
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4At appropriate points during class, summarizes key topics and/or integrates them into a bigger picture of future topics before proceeding. The instructor provides…1 = no summary, transition, or integration when moving to a new topic
3 = some summary, transition, or integration between topics, but either not clear or too long
5 = sufficient and efficient summary and integration of a topic before moving on and at end of class
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5Appropriately balances focus on the big picture and details during class, so observer comes away with an understanding of how details contribute to the big picture.1 = no, lost either in the weeds or in the clouds
3 = either the big picture or the details are clear, but not both
5 = by end of class, it is clear both why the details are important and how they fit into the big picture
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Facilitates Understanding / Cognitive Engagement6Terms/technical ideas are defined/clearly explained1 = terms/technical ideas are never defined/explained
2 = only a few of the terms are defined/explained
3 = most terms are defined/explained but not necessarily well
4 = most terms are defined well but not necessarily at useful times (e.g., too many at once or too far from 1st real use)
5 = all terms are defined/explained well and at useful times
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7Compelling connections of material to real world/student life1 = no attempt to connect material to real world
2 = only a brief token attempt to tie material to world
3 = consistent attempts to connect to real world, but not in ways that most students will understand
4 = consistent attempts to connect to real world that are understandable by most students.
5 = consistent connections to real world using examples that deepen understanding and are compelling to students
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8During the lecture, gives students opportunity to connect to previous information/knowledge, such as concepts learned in previous class sessions or previous psychology courses, if applicable1 = never points out connections to previous information
3 = makes one connection to very recent information in the course
4 = makes connections to older material or other coursework
5 = has students actively make multiple connections in ways that deepen understanding
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9Slides and other in class materials support understanding and cognitive engagement1 = slides/materials are consistently difficult to follow; text is confusing or images distracting
2 = some slides/materials are clear but some are confusing or distracting
3 = slides/materials are clear but unengaging
4 = slides/materials are clear, sometimes provocative, and generally aid understanding
5 = slides/materials are not only excellent for lecturing but also support active participation (e.g., help students do activities, prompt good questions)
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10Requires students to engage critically with theory/evidence1 = presents the 'facts' of psychology without critique or supporting evidence
3 = presents facts and supporting evidence, but does not talk through how the evidence supports the facts/conclusions
4 = models the reasoning from evidence to conclusions or critique of conclusions/theories
5 = provides opportunities for students to reason scientifically/critically about theory and/or evidence
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Checks for Student Understanding11Uses targeted/specific questions1 = asks no questions to check understanding and does not take student questions
3 = asks at least one question, as well as responding to any student questions
5 = asks at least two questions, as well as taking student questions
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12Elicits responses from multiple students and integrates across their answers1 = calls on no students
2 = calls on same student(s) repeatedly
3 = calls on many different students but only near where instructor is usually standing
4 = gets participation from around the room
5 = gets participation from around the room that shows different perspectives on the topic
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Strategies for Maintaining Student Affective Engagement13Pacing matches student needs1 = pace painfully slow or fast throughout class
3 = pace mostly alright but may be some points (e.g., at beginning or end of class) where it is too slow or too fast
4 = even pacing; students appear to paying attention and following
5 = good pacing for attention and following but also time for questions and active participation
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14Provides opportunities for active learning1 = no opportunities for active learning at all
2 = at least one opportunity but few students participate
3 = at least one opportunity, even if low quality (confusing/not interesting), and most students participate
4 = one high-quality opportunity (i.e., interesting) and most students participate
5 = several high-quality opportunities and most students participate
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15Fosters postive student-student interactions (e.g., respectfully evaluation of and integration across the contributions made by other students in the class)student-student interactions for in-class or online activities are:
1 = unstructured and some students are disrespectful
2 = unstructured and many students are off-task
3 = unstructured and student contributions only add ideas (no real interaction/construction)
4 = structured, and some student contributions respectfully evaluate or build upon other students' contributions
5 = structured, and many student contributions respectfully evaluate or build upon other students' contributions
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16Lecture component has affectively engaging content (e.g., slide content, presentation format, use of anecdotes)1 = lecture content is all dry
2 = one section has interesting content/examples, but the rest is pretty dry
3 = about half the class content has interesting content/examples
4 = most of the class content has interesting content/examples
5 = all of the class content has interesting content/examples
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17Lecture format varies to maintain engagement 1 = lecture is mono-format
3 = lecture format changes once during the class
4 = lecture format varies regularly, but switches sometimes feel disconnected
5 = lecture format varies regularly, and variations enrich understanding in connected ways
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18Instructor is enthusiastic about material1 = seems detached, uninterested, shows no positive affect
3 = has one part of the lecture that shows enthusiasm and interest
4 = exhibits energy and enthusiasm throughout class
5 = consistently exhibits energy and enthusiasm and communicates what about the content is exciting
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19Connects with students in all parts of room (e.g., with questions, eye contact, movement to back of room)1 = connects with no one
2 = connects with same 1-2 students repeatedly
3 = connects with students near self only
4 = connects with multiple parts of the room
5 = supports active student engagement throughout the room
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20Students have multiple ways of participating (i.e., doesn't require one participation form of all students, including does not require cameras to be turned on in online classes)1 = no methods for participating other than listening
2 = one method for active participation, and students are forced participate in ways that likely will be stressful to some (e.g., must provide an answer to the whole class; must respond quickly/no time to think)
3 = one method for active participation, and students can choose to participate or not
4 = at least two different ways of actively participating that vary in stress-causing requirements (e.g., whether sharing to the whole class is required; whether fast thinking is required) and students can choose their perferred form
5 = many ways of actively participating, and most students participate in at least one way.
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Strategies for Inclusivity and Justice21Presents culturally diverse examples1 = examples are not diverse and assume specific cultural knowledge
4 = examples from more than one culture and explain cultural assumptions
5 = uses examples from more than one culture, or fully explains cultural assumption of examples used. Questions cultural assumptions of research and researchers.
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22Examples/activities are inclusive (do not exclude)1 = examples and activities only make sense for people from one background (e.g., heavy use of suburban examples or football examples)
3 = examples / activities are meaningful to people from diverse backgrounds
4 = examples / activities showcase diversity
5 = examples/activities encourage active participation from students of diverse backgrounds
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23Calls on various genders and identities1 = calls primarily on students who look like self
4 = consistently calls on students from underrepresented groups; attempts to call on members of various gender groups
5 = calls on and gets good responses from students from under-represented groups and multiple genders
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24Shows respect for all students1 = belittles, dismisses, or mocks students or student contributions
4 = treats all students and student contributions with dignity and respect
5 = Is able to maintain rigorous evaluation of ideas, while still respecting students
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25Humanizes self / destablizes power 1 = shares stories implying instructor's unique brilliance / ability in the discipline
4 = provides one example that puts instructor in students' shoes / frames students as scientists/knowledge generators
5 = regularly provides examples that put instructor in students' shoes / frames students as scientists/knowledge generators
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26Fosters growth mindsets / avoid endorsing fixed mindsets1 = suggests that some students may never fully understand / be able to do well in some aspect of the course
3 = suggests some content in course is challenging without reference to effort required to meet those challenges
4 = foreshadows topics that need more effort OR discusses observed growth in performance/abilities
5 = foreshadows topics that need more effort and explains why instructor expects students to be successful OR discusses observed growth in performance/abilities and notes connections to effort
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27Explains teaching decisions/demonstrates transparent teaching (when doing something atypical or that students might misinterpret/trying something new; includes material, pedagogy, assignments, and assessments)1 = teaching decisions are given off-putting justifications
3 = teaching decisions are given no justification
4 = teaching decisions are given a positive sounding justification that may not be clear or compelling
5 = teaching decisions are given a compelling justification
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28Takes advantage of opportunities to cover material and sensitively discuss topics relevant to diversity, justice, and equity (in researchers, methods, findings, or applications)1 = issues of diversity, justice, and equity are dismissed when they come up, or potential exists for students to think instructor has problematic views
2 = issues of diversity, justice, and equity are not discussed when the lecture topic had plausible connections
4 = issues of diversity, justice, and equity are described as interesting/important but not unpacked
5 = issues of diversity, justice, and equity are discussed in a sensitive and meaning-making way
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Instructional Basics29Speech (enunciation) is clear1 = speech is often not understandable
3 = speech is sometimes not understandable
5 = speech is always understandable
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30Speech is appropriate volume1 = speech is often inaudible
3 = speech is sometimes inaudible
5 = speech is always audible
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31Materials are organizedonline materials, in-person hand-outs, assignment materials are
1 = disorganized and confusing
3 = individually organized/well structured, but there is no larger structure to help students avoid getting lost
5 = individually organized/well structured, and additional structure keeps students from getting lost
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32Visuals meet minimal visibility standards1 = visuals are often unclear or difficult to view
3 = visuals are sometimes unclear or difficult to view
5 = visuals are always clear and viewable
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33Faculty is approachable/friendly1 = maintains distance from students with flat or negative affect; cold or unfriendly tone of voice; avoids looking at or talking to students during as well as before and after lecture
4 = shows positive affect in interactions with students, including before and after lecture
5 = consistent positive/friendly style and students seems comfortable in speaking with / approach instructor before, during, and after class
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