# data[].attributes.headline
how to wing it and give feedback without being super prepared in advance

# data[].attributes.subject
how to wing it and give feedback without being super prepared in advance

# data[].attributes.body
Avoid making assumptions about what student behavior means. Having the Zoom video off does not mean they are disengaged.

# data[].attributes.body
the importance of giving undergrads their own space to just vent and talk to one another

# data[].attributes.body
There isn't just one way to frame what's working and why

# data[].attributes.headline
really focusing on clearly communicating an idea, enables you to see how a section/class is just a bunch of micro sessions strung together. made me much more intentional about each small portion of class and how i plan ahead for each one

# data[].attributes.subject
really focusing on clearly communicating an idea, enables you to see how a section/class is just a bunch of micro sessions strung together. made me much more intentional about each small portion of class and how i plan ahead for each one

# data[].attributes.headline
reflecting on our knowledgeability, compared to that of our students 

# data[].attributes.subject
reflecting on our knowledgeability, compared to that of our students 

# data[].attributes.headline
there are so many field-specific habits, conventions, standards we take for granted and forget to explain to our students 

# data[].attributes.subject
there are so many field-specific habits, conventions, standards we take for granted and forget to explain to our students 

# data[].attributes.body
different modes of feedback, working out which is going to work best for which person

# data[].attributes.body
Thinking about using field-specific methods / strategies as teaching/reflection strategies (specifically, thinking about data-driven and feedback collection from students)

# data[].attributes.body
Learning productive ways of giving feedback -- that is, ways of helping teachers become even more themselves (in their teaching personas)

# data[].attributes.body
The use and validity of encouragement

# data[].attributes.body
Checking in consistently with low stakes is a great way to gauge how class is going. Mid-semester feedback is great, but sometimes it comes "too late."

# data[].attributes.body
importance of framing concepts in an accessible manner for students from wide range of backgrounds

# data[].attributes.headline
how harvard doesn't support its underprivileged undergrads very well :(

# data[].attributes.subject
how harvard doesn't support its underprivileged undergrads very well :(

# data[].attributes.headline
communicating and checking in actively, asking questions to make sure students are on the same page and following

# data[].attributes.subject
communicating and checking in actively, asking questions to make sure students are on the same page and following

# data[].attributes.headline
i think i have relied mostly on "evidence-based" analytical approaches to defining good teaching - was nice to have other perspectives defined

# data[].attributes.subject
i think i have relied mostly on "evidence-based" analytical approaches to defining good teaching - was nice to have other perspectives defined

# data[].attributes.headline
it can be hardest to deal with a TF that's neither doing great nor terribly

# data[].attributes.subject
it can be hardest to deal with a TF that's neither doing great nor terribly

# data[].attributes.body
You don't need to know any about the subject to give helpful feedback

# data[].attributes.body
first time teachers are sometimes nervous and doubt their abilities, which doesn't help the teaching!

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Not offering suggestions so much as encouraging reflection!

# data[].attributes.subject
Not offering suggestions so much as encouraging reflection!

# data[].attributes.body
How much you can see about teaching by watching the students

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focusing on what THEY want to work on as a teacher, rather than projecting what we find important

# data[].attributes.subject
focusing on what THEY want to work on as a teacher, rather than projecting what we find important

# data[].attributes.headline
would encourage TFs being observed to record class sessions and send them to observers afterward rather than having PF sitting-in on Zoom sessions

# data[].attributes.subject
would encourage TFs being observed to record class sessions and send them to observers afterward rather than having PF sitting-in on Zoom sessions

# data[].attributes.body
Prompting TFs to reflect about their own teaching rather than just giving them feedback

# data[].attributes.headline
It was really neat to see other people's teaching strategies.

# data[].attributes.subject
It was really neat to see other people's teaching strategies.

# data[].attributes.body
Giving names to the different languages of teaching (the language of the language of teaching?)

# data[].attributes.headline
Asking the TF how they felt it went (and that this is a good way to start)

# data[].attributes.subject
Asking the TF how they felt it went (and that this is a good way to start)

# data[].attributes.body
Lots of people are very good teachers!

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We bring lots of knowledge to what we read that beginners might not have

# data[].attributes.subject
We bring lots of knowledge to what we read that beginners might not have

# data[].attributes.headline
types of feedback triggers! so helpful to have this in mind, both for giving feedback and receiving

# data[].attributes.subject
types of feedback triggers! so helpful to have this in mind, both for giving feedback and receiving

# data[].attributes.headline
My favorite workshop! That letting you students know that you hear and support them is extremely important, even if it doesn't result in any substantive change because of issues beyond your control

# data[].attributes.subject
My favorite workshop! That letting you students know that you hear and support them is extremely important, even if it doesn't result in any substantive change because of issues beyond your control

# data[].attributes.body
Reading how others read: What can we learn from attending to others' ways of digging into / unpacking / [insert other metaphor here] a text?

# data[].attributes.body
useful exercises for making explicit some of the latent knowledge/practices we bring to texts

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not here to evaluate but here to provide space and structure and reflect with you on your teaching 

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not here to evaluate but here to provide space and structure and reflect with you on your teaching 

# data[].attributes.body
Different people are more/less receptive to different tones and types of feedback!  Trying to cater to or explicitly ask about folks' preferences in structure of feedback can be super helpful to make sure both parties are on board

# data[].attributes.headline
How undersupported many of our undergrads are

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How undersupported many of our undergrads are

# data[].attributes.headline
Making session a conversation, allowing TF to reflect on their own teaching and offering an open dialogue

# data[].attributes.subject
Making session a conversation, allowing TF to reflect on their own teaching and offering an open dialogue

# data[].attributes.headline
how even some young folks aren't digital natives!

# data[].attributes.subject
how even some young folks aren't digital natives!

# data[].attributes.body
importance of facilitating reflection as opposed to giving critical feedback

# data[].attributes.headline
processing student evals -- explicitly telling students what you're modifying based on their feedback

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processing student evals -- explicitly telling students what you're modifying based on their feedback

# data[].attributes.body
A reminder not to take for granted that students always have access to all the technology we might assume they do (or even that Harvard support for this is reliably/quickly coming through for them)

# data[].attributes.body
evals are not going to be consistent. how to look past just focusing on the negative comments and trying to figure out what the deeper issues might be

# data[].attributes.headline
loved hearing about remote-learning-specific challenges for undergrads

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loved hearing about remote-learning-specific challenges for undergrads

# data[].attributes.body
making it a dialogue instead of an evaluation

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That many resources in place to "help support" students are actually super limited and difficult to navigate and place the majority of the labor burden on the student. 

# data[].attributes.subject
That many resources in place to "help support" students are actually super limited and difficult to navigate and place the majority of the labor burden on the student. 

# data[].attributes.headline
One of the most important pieces of feedback is "you can do this"

# data[].attributes.subject
One of the most important pieces of feedback is "you can do this"

# data[].attributes.headline
this was like the microteaching session for me--helpful to pause and just focus intently on one aspect of teaching and what is actually being communicated/what people are seeing/hearing 

# data[].attributes.subject
this was like the microteaching session for me--helpful to pause and just focus intently on one aspect of teaching and what is actually being communicated/what people are seeing/hearing 

# data[].attributes.headline
A lot of the benefit of these sessions is for the TFs to reflect on their own teaching, in addition to (and maybe even more important than) us giving them advice

# data[].attributes.subject
A lot of the benefit of these sessions is for the TFs to reflect on their own teaching, in addition to (and maybe even more important than) us giving them advice

# data[].attributes.body
When providing feedback, make sure to provide structured feedback with advice that is actionable.

# data[].attributes.body
especially at this time, making sure students understand TFs/teaching teams are working with them to try and figure out the best methods for all of us to teach and learn together

# data[].attributes.body
the discussion between you and the observee where they reflect on their own teaching is the most important thing

# data[].attributes.headline
i appreciate practice with using frameworks and language for thinking about inclusion and belonging in the classroom

# data[].attributes.subject
i appreciate practice with using frameworks and language for thinking about inclusion and belonging in the classroom

# data[].attributes.body
Reflecting on how much context & "other knowledge" comes in when approaching a text -- how to share that context with students was a great conversation

# data[].attributes.body
Student evals come in different shapes and sizes, running the gamut from objective to subjective

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Students can sense that something might be working or not working without understanding what it is or why! Part of our job is interpreting their comments

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Students can sense that something might be working or not working without understanding what it is or why! Part of our job is interpreting their comments

# data[].attributes.headline
small presentations are good for certain kinds of feedback, but have some drawbacks

# data[].attributes.subject
small presentations are good for certain kinds of feedback, but have some drawbacks

# data[].attributes.headline
i've been assigning the feedback quiz to all of the TFs I've worked with before we meet--incredibly helpful to have that to help frame and ground our conversation and help them reflect on types of feedback they're more comfortable with 

# data[].attributes.subject
i've been assigning the feedback quiz to all of the TFs I've worked with before we meet--incredibly helpful to have that to help frame and ground our conversation and help them reflect on types of feedback they're more comfortable with 

# data[].attributes.body
Learning about how we read in different disciplines. This is very helpful for TFs. Make the reading strategies explicit. I often provide reading guides or tips for reading sociology in sections. It helps students come in with a better base level understand, and the discussions can then explore more complex ideas.

# data[].attributes.body
Assuming best intentions

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the templates and examples were very useful

# data[].attributes.body
try to make sure feedback is part of an ongoing conversations

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that I'm not great at getting feedback, a lot of the time!

# data[].attributes.headline
Just because we see an announcement that Harvard has provided a resource doesn't mean every student has been able to access that resource 

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Just because we see an announcement that Harvard has provided a resource doesn't mean every student has been able to access that resource 

# data[].attributes.headline
Trying to be an advocate for students can be more helpful than nothing even if we're not always successful

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Trying to be an advocate for students can be more helpful than nothing even if we're not always successful

# data[].attributes.headline
Asking targeted questions can be way more informative than vague Likert scale questions

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Asking targeted questions can be way more informative than vague Likert scale questions

# data[].attributes.headline
Just the act of asking for feedback helps you reflect on your teaching

# data[].attributes.subject
Just the act of asking for feedback helps you reflect on your teaching

# data[].attributes.body
students are bad at knowing what the problem is, but they're good at knowing that a problem exists

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better to get feedback and adjust as you go--involves students in the design of the course--rather than wait for the end of the semester

# data[].attributes.subject
better to get feedback and adjust as you go--involves students in the design of the course--rather than wait for the end of the semester

# data[].attributes.body
Helpful to reflect on how we read as more experts in our respective fields as compared to undergrad students who may be more novice in the field

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Aggregate comments can help a TF identify the actual issue (e.g. some students say the TF teaches too fast, others say too much material, so the real problem is probably too much material)

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Aggregate comments can help a TF identify the actual issue (e.g. some students say the TF teaches too fast, others say too much material, so the real problem is probably too much material)

# data[].attributes.headline
focusing on questions is useful for feedback

# data[].attributes.subject
focusing on questions is useful for feedback

# data[].attributes.body
Self-reflection on what we take for granted when reading a text, and trying to communicate that to students who have less experience with the genre/discipline

# data[].attributes.body
This session made me realize how little we value "listening" to the text

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just having the language and speaking explicitly and transparently about this with students has been mindblowing for a lot of TFs I've shared this with 

# data[].attributes.subject
just having the language and speaking explicitly and transparently about this with students has been mindblowing for a lot of TFs I've shared this with 

# data[].attributes.body
the readings for conceptualizing feedback this week were really helpful

# data[].attributes.body
great reading and discussion -- shifting the focus towards strategies and reflecting on issues of an inclusive classroom was really great

# data[].attributes.body
Acknowledge how it's probably nerve-wracking for the TF

# data[].attributes.headline
sometimes people looking for teaching advice are looking for something from a different language of teaching and learning

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sometimes people looking for teaching advice are looking for something from a different language of teaching and learning

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made me recognize how much my subject matter expertise influences how I take in material, once I addressed those it became a lot more clear how to ensure that our students were reading in the "right" way

# data[].attributes.subject
made me recognize how much my subject matter expertise influences how I take in material, once I addressed those it became a lot more clear how to ensure that our students were reading in the "right" way

# data[].attributes.headline
Facilitating self-discovery: these exercises are a means of helping teachers discover teaching tools to add to their ever-expanding repertoire (to grossly mix metaphors)

# data[].attributes.subject
Facilitating self-discovery: these exercises are a means of helping teachers discover teaching tools to add to their ever-expanding repertoire (to grossly mix metaphors)

# data[].attributes.body
try to think what's important to the person receiving the feedback and their teaching

# data[].attributes.headline
how to respond to triggering types of feedback

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how to respond to triggering types of feedback

# data[].attributes.body
The importance of calibrating your feedback to who you are working with

# data[].attributes.body
framing how to think about course agreements

# data[].attributes.headline
i liked thinking explicitly about how i might teach undergrads to read academic journal articles

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i liked thinking explicitly about how i might teach undergrads to read academic journal articles

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Interesting to see how reading differs between disciplines. 

# data[].attributes.subject
Interesting to see how reading differs between disciplines. 

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I found the reading gave me some of the language to describe what I was seeing in my department

# data[].attributes.subject
I found the reading gave me some of the language to describe what I was seeing in my department

# data[].attributes.headline
when you assign reading, try to think outside of your own skills and what you bring to the reading to make sure the students will understand, or give them the necessary tools to understand the article. 

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when you assign reading, try to think outside of your own skills and what you bring to the reading to make sure the students will understand, or give them the necessary tools to understand the article. 

# data[].attributes.body
It is actually crazy how effective a "compliment sandwich" seems to be, even when it feels corny

# data[].attributes.body
more is not necessarily better

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finding out that the undergrads  are having trouble with getting technology despite Harvard's public discussions otherwise

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finding out that the undergrads  are having trouble with getting technology despite Harvard's public discussions otherwise

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Technical problems vs. adaptive challenges

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Technical problems vs. adaptive challenges

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I find the adaptive challenges framework very helpful

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I was interested to hear about the 3-pronged framework. I realized I'm very "evidence based".

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I was interested to hear about the 3-pronged framework. I realized I'm very "evidence based".