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Teaching Triads

Reflective Teaching

This Program is currently on hold. 

The Teaching Triads program provides KPU faculty members and instructors with the opportunity to:

  1. Receive constructive feedback from two other colleagues on specific aspects of your teaching, as determined by you. 
  2. Gain new ideas for your own teaching by watching others teach and working closely with others on their teaching.
  3. Apply one new idea in your own teaching and gain feedback and support in implementation.  
  4. Meet other KPU faculty members. 

How does the program work? 

The primary goal of this program is to develop and enhance teaching practice. The information gained is confidential, constructive, and intended for an instructor's personal use. This is an opportunity for faculty members and instructors to acquire constructive feedback and new ideas from peers. It is a critically reflective and collaborative process in which faculty member/instructors work closely with two colleagues to discuss his or her teaching and fosters self-reflection and insights into teaching (Byrne, Brown & Challen, 2010; Chism, 2007; Gosling, 2014). 

The connections and process are faciitated by the Teaching and Learning Commons and not part of any faculty performance evaluation. The peer review process is generally organized around a structured classroom observation. Peer reviewers observe each other and provide the reviewee with formative feedback based on their observations and areas identified by the reviewee. Members of each triad determine the level of confidentiality of their observations, work together and related discussions. Discussions at the wrap-up session and feedback about the program will occur at a general level. 

What are the benefits?

The program encourages dialogue about teaching amongst instructors (faculty members, instructors and other educators). You can gain new insight into your teaching and information about different teaching strategies or ideas. Working with two colleagues can provide richer feedback and different perspectives. Your colleagues also learn a lot about teaching by participating in the process. If you request written feedback, this may be incorporated within your teaching portfolio and for future planning. 

How do I participate?

  1. Sign up by July 24, 2017 to be part of the Teaching Triads program for courses being taught September to December 2017. In the form, indicate your preferences. 
  2. By the end of July, you will be matched with two other members to form your triad and invited to an orientation and meet-and-greet session. 
  3. In August/beginning of September, attend the orientation and meet-and-greet sessions with other members of your triad and others in the program. 
  4. Arrange times with your group to attend each others' courses and related follow-up. 
  5. Join your triad and others in the program for a wrap-up session in December 2017. 



Byrne, J., Brown, H., & Challen, D. (2010). Peer development as an alternative to peer observation: A tool to enhance professional development. International Journal for Academic Development, 15(3), 215-228.

Chism, N.V. (2007). Peer review of teaching: A sourcebook (2nd ed.). Bolton, MA: Anker Publications.

Gosling, D. (2014). Collaborative peer-supported review of teaching. In J. Sachs & M. Parsell (Eds.), Peer Review of Learning and Teaching in Higher Education. New York, NY: Springer. Professional Learning and Development in Schools and Higher Education, 9, 13-31.

Image: Brookfield #tli2012 Keynote: Becoming a Critically Reflective Teacher by gforsythe Source: Brookfield Keynote: Becoming a Critically Reflective Teacher. License CC BY-NC-SA 2.0.