TEACHING CIRCLES REFLECTION
Overview
Participating in the teaching circles with Ally and Hannah provided a valuable opportunity to engage with instructional strategies across disciplines. While Ally and I both teach within the School of Community Studies, Hannah brings a health sciences perspective from the Pharmacy Technician program. This contrast offered a well-rounded lens into applied learning, assessment strategies, and classroom dynamics.
Visit to Hannah’s Class – Pharmacy Technician Lab
Hannah’s class was held in a simulated pharmacy lab. Students were tasked with processing mock prescriptions, requiring them to follow proper dispensing procedures and demonstrate attention to detail. One of the most compelling features was the built-in interprofessional learning component. Pharmacy Technician students were required to interact with Nursing students by answering phone calls, simulating real-world communication scenarios. This cross-program collaboration introduced authentic workplace challenges, such as managing interruptions and conveying information accurately under pressure. It was an excellent example of experiential learning that went beyond content delivery to build workplace readiness.
Visit to Ally’s Class – Social Service Worker Gerontology Program
Ally’s class focused on exam preparation and review. She started the session with a Kahoot quiz, which helped energize the students and prompted recall of key course concepts in an interactive format. What stood out was her follow-up strategy: she reviewed each question in detail, referring directly to where the content appeared in the lecture materials. This not only reinforced the correct answers but also modeled how students should engage with their notes and course slides when preparing for assessments. It was a structured yet supportive approach that balanced review with strategy.
Key Takeaways and Reflections
Applied Learning Across Disciplines: Hannah’s use of simulated environments and interdisciplinary collaboration demonstrated how realistic scenarios can foster deeper learning and skill development.
Intentional Assessment Design: Ally’s structured approach to exam review emphasized clarity, scaffolding, and active engagement, supporting diverse learning styles and boosting student confidence.
Cross-Disciplinary Inspiration: Observing colleagues from different program areas reinforced the value of creativity and adaptability in teaching and reminded me of the many ways we can design impactful, student-centered learning experiences.
Conclusion
The teaching circle experience allowed me to reflect on my own teaching practice while drawing inspiration from peers in both similar and distinct academic contexts. I left with a renewed appreciation for experiential learning, interdisciplinary collaboration, and thoughtful assessment design. These observations will inform how I structure engagement, feedback, and applied learning opportunities in my own courses.