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Example01 - Peer Review: Observation of Teaching Report
Dimensions of learning and teaching activity: Quantity and quality of evidence 1. Students are actively engaged in learning Several learning activities and techniques were used, all of which very highly effective at actively engaged the students. A significant amount of discussion accompanied all learning activities.
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2. Students’ prior knowledge and experience is built upon Students were asked to reflect on their own experiences (for example, in the workplace). Students were reminded of previous occasions where similar learning activities were used, as well as material that had been covered previously.
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3. Teaching caters for student diversity A number of techniques were used to engage students. More confident students were catered for by allowing them to volunteer for certain activities (eg role play) and being open to unsolicited contributions to class discussion. Less outspoken students were encouraged to make a contribution by going around the room and writing up their examples and comments on the whiteboard. The latter technique successfully drew out students who may not have initially been forthcoming.
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4. Students are encouraged to develop/expand their conceptual understanding
Facilitated group discussions related to a case study and a video clip were then unpackaged on the white board, with commentary to identify links to the conceptual framework.
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5. Students are made aware of key learning outcomes A powerpoint slide related to course objectives was introduced 15 minutes into the lecture.
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6. Actively links theory and practice through research, industry, professional or discipline examples
The importance of empirical research was regularly highlighted. Several examples of own industry experience, and own and joint research, were successfully integrated into the lecture.
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7. Uses learning environments, education resources and techniques appropriately
A large number of resources (eg whiteboard, PowerPoint, video clip) and techniques (eg case study and related discussion and presentation, role play-fishbowl), were used with great effect.
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8. Seeks feedback on students’ understanding and acts on this accordingly
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Dimensions of learning and teaching activity: Quantity and quality of evidence There were a tremendous number of questions directed to the class (and to individual students), related to their understanding of the material, and an associated recording of responses on the whiteboard. Through the provision of commentary, responses were brought back to conceptual framework with great effect. A number of unsolicited questions were received and dealt with well.
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9. Other areas as determined by reviewee
As a WIL courses, students were given the opportunity to reflect on professional practice.
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Example02 - Peer Review: Observation of Teaching Report
Dimensions of learning and teaching activity: Quantity and quality of evidence 10. Students are actively engaged in learning Encouraged students to ask and answer questions; incorporated an individual/small group task to ‘test’ their understanding; interacted with students as a large class / small groups; students actively engaged as their responses were considered and built upon as XXXXX used the document camera to illustrate how to achieve an accurate solution.
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11. Students’ prior knowledge and experience is built upon Asked students if they had completed their ‘out of class task’; stated that what they learned in this lecture built on the previous lecture; and at the end of the lecture stated that what was not covered in this lecture would be included in the next lecture. Strategic questions and comments and use of the document camera reminded students that elements of lecture content had been addressed previously. In response to a student’s question, XXXXX said that he would email his response to all students as the answer to the question was critical to students’ understanding.
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12. Teaching caters for student diversity Used appropriate strategies to encourage students towards self-directed learning. Lecture ppt slides, individual/small group ‘test’ activity, questions; and XXXXX’s use of document camera allowed students to participate/enhance their learning.
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13. Students are encouraged to develop/expand their conceptual understanding
Lecture structured to enhance students’ knowledge and in situ individual/small group application of the content. XXXXX asked for students’ responses to inform his working out of the correct solution to the ‘test’ question using the document camera.
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14. Students are made aware of key learning outcomes Showed learning outcomes on the website
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15. Actively links theory and practice through research, industry, professional or discipline examples
Lecture content was applicable to industry but few specific references made. Emphasis throughout the lecture was to inform and provide students with opportunities to apply their knowledge by contributing to and/or working out solutions.
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16. Uses learning environments, education resources and techniques appropriately
ppt slides, document camera, questions, individual/small group ‘test’ application task; and working with students’ responses to develop the ‘test’ solution illustrated how a lecturer could work with students in a lecture to develop their understanding, and find out the extent of their knowledge and understanding.
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17. Seeks feedback on students’ understanding and acts on this accordingly
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Dimensions of learning and teaching activity: Quantity and quality of evidence Throughout the session XXXXX asked questions, sought students’ feedback, provided time for students to find a solution to ‘test’ their understanding; and worked collaboratively with students’ responses using the document camera to illustrate and build students’ understanding.
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18. Other areas as determined by reviewee
Your examples and comments No apparent
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