Teaching Observation Handbook- Guidance notes for staff...

1

Teaching Observation Handbook-

Guidance notes for staff involved in

teaching observations

Academic Development Unit

2

CONTENTS

Page(s)

Introduction 4

How the teaching observation process works 5-6

Who is involved 6

What happens before a teaching observation 7

Protocols for an effective teaching observation 8

What happens after an observation

Giving feedback 9

Receiving feedback 9

Promoting ongoing CPD 10

Frequently asked questions 12-14

Observation proforma:

General observation form (applied to most teaching contexts) Appendix 1 (p.15)

General observation form- checklist format Appendix 2 (p.20)

Seminar observation form Appendix 3 (p.24)

Skills-teaching observation form Appendix 4 (p.28)

PBL observation form Appendix 5 (p.32)

Research Supervision observation form Appendix 6 (p.36)

On-line distance-learning observation form Appendix 7 (p.40)

Observation of teaching within a fieldwork context Appendix 8 (p.44)

Post-observation self-reflection Appendix 9 (p.48)

Annual Teaching Observation Summary Report- Faculty template Appendix 10 (p.50)

3

Introduction

The process of teaching observation builds on a well-established system of peer

observation within the University, developed over a number of years. It has been designed

to ensure that the student learning experience is of a consistently high standard, and is

instrumental in achieving the ‘high quality lifelong learning opportunities’ as documented in

the University’s Strategic Plan.

Underpinning the teaching observation process is an ethos of support for the continuing

development of staff. Essentially it allows managers to engage in discussion with individual

staff about their approach to teaching.

The benefits of further enhancing the teaching observation within the University are:

It promotes a culture in which good teaching is recognised, valued and celebrated

It enhances the quality of student learning by providing an effective framework for staff to review, document and reflect upon their teaching

It facilitates the identification and dissemination of good practice in teaching across the University

It provides encouragement and support for the Continuous Professional Development of staff involved with teaching and learning

The principles underpinning teaching observation are:

It is designed to be developmental and encourage reflection

It is undertaken by managers or delegated others as part of a supportive, constructive and non-threatening process

It is further informed by teaching-related performance data such as module

evaluations, student feedback and attainment

It is either negotiated for individual staff through annual appraisals or, through academic managers adopting a strategic approach for curriculum improvement e.g. agreeing with discrete award teams what modules need to be focused upon as a result of annual monitoring, periodic review, NSS results or student feedback

Essentially through the process of teaching observation, agreed procedures to identify

support and development for staff are in place. These seek to ensure the effectiveness of

staff in their teaching roles, and to provide them with opportunities e.g. mentoring and

coaching, to either further enhance their skills and competency or share their excellent

practice with others. In this way, the process of teaching observation provides the

university with a formal route to assure the ongoing development of teaching practice, to

inform how staff are developed and to use appropriate information to support learning

enhancement.

4

How the teaching observation process works

Step 1 The line manager either

Agrees with individual members of staff during appraisals which module(s)

should be the focus of their teaching observation for this academic year. This

may be informed by teaching performance data e.g. student module

evaluations or student module results.

or

Agrees with whole curriculum teams based on the basis of award-level

performance data which modules/awards should be focused upon. This

decision may also include a themed focus based on identified enhancements

e.g. level of interaction with students, inclusive practice or activity-based

teaching.

Both of these routes should normally result in every member of staff being

observed once a year.

Step 2 Each member of staff discusses with their line-manager and agrees who,

from the Faculty College of Observers, would be the most appropriate

member of staff to carry out their observation.

This decision is confirmed with ADLTs who have an overview of all

observations within the Faculty.

Step 3 The line manager liaises with the observers to agree their allocation.

Step 4 The observer contacts the observee to have a pre-observation discussion

which should include agreeing a) a mutually convenient observation date

b) the most appropriate proforma to use for the type of session being

observed and c) any other details to secure an effective observation (e.g.

profile of the student group or whether a new teaching method is being tried

out such as PBL)

Step 5 The observee confirms with their line manager when their observation is due

to occur.

Step 6 The observation takes place and the proforma is completed by the observer.

Step 7 A feedback discussion takes place (this can be either immediately following

the observation or at a mutually more convenient time if necessary).

Step 8 The observer sends the observee a copy of the completed observation form

Step 9 The observer confirms with the line manager that the observation has taken

place but does not send them a copy of the completed observation form –

this is the responsibility of the observee.

5

Step 10 At the next 1:1 meeting, the line manager discusses the observation

outcomes with the member of staff, highlighting the elements of good

practice and agreeing any development action. This is then documented at

the next appraisal.

Who is involved

For teaching observations to be successful in leading to the ongoing development of the

student experience, they involve a number of different members of staff. To make sense of

this, the various stages of the teaching observation process need to be recognised and

understood, as follows:

Planning the observation Line managers will be responsible for assigning

observers (from the College of Observers*) to

observees (i.e. staff to be observed).

Conducting the observation During this phase, the observer and the observee work

together to ensure that the observation is carried out

Actioning the observation During this phase, the line manager and the member

of staff who has been observed work together to make

sure that all the outcomes from the observation are

properly discussed, appropriate developmental actions

taken and then documented at the next appraisal.

Monitoring The line manager then liaises with the Head of School

to share the outcomes from all appraisals and the

actions taken.

Evaluating and reporting On an annual basis, the Associate Dean Learning and

Teaching summarises the emergent themes from the

observations within their Faculty and shares this with the

Head of Academic Staff Development for collation

within a report submitted to LTAC

*Which members of staff are in the College of Observers? On an annual basis, each Faculty will agree who should be in their College of Observers. These staff are all still teachers themselves, trained in the process of teaching observations, and all observations will therefore focus on the process of learning and teaching. Although not exhaustive these will typically include the following:

AGLs

Heads of School

Associate Deans Learning and

Teaching

Professors

Senior or Principal Fellows of the HEA

Teaching Excellence Fellows

Academic Staff Development

specialists

6

What happens before a teaching observation

Steps 1-3 on page 5 of this handbook explain how observers are assigned to observees.

Once this has been agreed, each observer contacts their observee for a pre-observation

discussion. This is essential to the success of the process. If it is not possible ‘face-to-

face’, then a telephone conversation or e-mail dialogue may be appropriate. The main

aims of the pre-observation discussion should be to:

1. Establish trust 2. Deal with any fears or anxieties 3. Give reassurance

Ideally the discussion should include the following:

Agreement on the session to be observed and details of venue.

Agreement on the process of observation, confidentiality of information and date for post observation feedback.

Contextualisation of session to be observed and any relevant issues to be noted. (The observee should be prepared to outline the intended plan and intended learning outcomes for the session to be observed and to justify how this fits in with the rest of the module. Access to a session plan and/or module outline may help to inform this process)

Clarification of any particular issue affecting student learning within the session (e.g. any reasonable adjustments being made for students with disabilities).

Agreement on the specific documentation to be completed, selecting the most appropriate for the type of session being taught (see appendices 1-8).

Clarification of any Faculty agreed issue / additional focus for the observation process (e.g. if student retention is a focal point, the observee should be able to justify what strategies they use).

Request by the observee of any particular issue on wish they may welcome additional feedback e.g. use of question and answer

Agreement on the way in which the students will be informed about the process.

Sharing of any additional concern from either the observee or the observer(s).

7

Protocols for an effective observation

Ideally the observer should aim to do the following:

Arrive approximately 5-10 minutes before the start of the session.

Agree with the observee where to sit. Care should be taken so that they are not in the observee’s or the students’ line of vision. However they should also ensure that they are able to see both the observee and the students’ faces.

Endeavour to be unobtrusive and ‘blend into the background’ in order not to disrupt the learning process. However as a matter of courtesy it is advisable for the observee to inform the students about the teaching observation process by adhering to the following procedure:

Explain to the students that a series of teaching observations is taking place

in the University as part of quality enhancement and that this observation is

part of that process.

Briefly introduce the observer(s)

Clarify to the students that the observer(s) do not take part in the session

Ask the students to proceed as normal

Remember that the objective is to observe and evaluate the learning and teaching and should therefore not join in (e.g. discussions), although they should take any handouts which are circulated.

Be aware of their non-verbal communication signals e.g. should avoid shaking their heads in despair or raising their eyebrows.

Keep focused on the extent to which the students are learning. .

In line with the criteria on the agreed observation proforma, make appropriate notes within the session. These should focus on aspects which they consider to be the key strengths and areas for development.

Aim to stay until the end of the session as leaving early would

be disruptive for the students and the observee

prevent observing of an essential part of the learning process

8

What happens after an observation

Giving feedback

Giving and discussing feedback is probably one of the most important aspects of the

teaching observation process and is an essential part of encouraging staff to become more

reflective in their practice. Wherever possible, the observer should meet with the observee

directly after the observed session to provide informal feedback. Formal written feedback

should be provided within 2 weeks of the observation session. The following guidelines are

provided to support staff in the process of giving and receiving feedback:

Feedback should be given in private – i.e. not in front of the students or other staff.

The views of the observee are very important. The observer(s) should endeavour to discuss the session and listen to the observee’s opinions.

All feedback should be constructive, and supportive, not destructive and demoralising. For feedback to be useful and constructive, it must not be confused with judgment. In view of this, the feedback session must be structured in terms of its content and handling. (Refer to page 10 for guidelines on possible structures for giving feedback.) If at any point the feedback appears to be judgmental or highly critical, the observee may become defensive.

The focus of the feedback should be on the effectiveness of the student learning process.

Differentiation should be made between aspects of standard practice and obvious strengths.

The feedback should be specific to the observation criteria and should focus on behaviour rather than the person.

For feedback to be effective, the observer should consider the amount of information that the observee can make use of rather than the amount they are capable of giving.

Receiving feedback

When being debriefed the observee should endeavour to:

Give a rationale for their actions but should not be defensive in the face of constructive criticism.

Listen carefully and critically.

Check for understanding.

Remain positive about their own development

9

Structuring feedback effectively

Feedback can be given in different ways dependent upon the circumstances and the

preferences of the staff involved. Three distinct possibilities are identified below. Ideally

the observer(s) should explain to the observee what structure for the giving of feedback

they intend to use and seek the observee’s agreement.

Structure 1

a) Ask the observee how well they thought they the session had gone; use open questions

and prompts to encourage further analysis.

Present own analysis of the strengths and areas for development. Summarise what

worked particularly well and could be extended, and what aspects need further

development.

Explain that formal feedback will be sent to the observee within 2 weeks of the observation

session.

Structure 2

Begin by presenting a summary of the strengths and areas for development, using specific

examples from the session to illustrate points.

Invite the observee to add any observations of their own and comment on your evaluation.

Summarise what worked particularly well and could be built upon and what aspects need

further development.


session.

Structure 3

Begin by going through the session chronologically, describing the effectiveness or

otherwise of various stages and activities.

Encourage the observee to contribute their views and ideas.

Summarise what worked particularly well and could be built upon and what aspects need

further development.


session.

10

Promoting ongoing CPD

As part of giving feedback, the observer will make suggestions for what needs to happen

next in terms of the observee’s development. This might include:

Some form of up-date training

Observing other staff teaching in particular contexts e.g. effectively using PBL

methodology

Letting other staff observe them, particularly if the observee has shown excellent

practice in their teaching

Although the observer will initiate this discussion about the observee’s ongoing CPD, it is

when the observee has a follow-up meeting or their next appraisal with their manager that

this is fully explored. At this point, a commitment to actions is agreed and documented.

11

Frequently asked questions

1. How do I know who my observer will be?

You will be encouraged by your line manager to discuss this at your annual

appraisal. Your line manager will have a list of your Faculty’s College of Observers

and between the two of you, you can decide who from this list would be most

appropriate. This decision is then sent to your Associate Dean Learning and

Teaching, who just needs to check that the call on this observer is not too excessive

(i.e. in case many others in your Faculty have also chosen to be observed by this

person). If on the off-chance this happens, your line manager will let you know and

you can jointly have another look at the list of available observers.

2. What would happen if the observer was someone I didn’t get on with?

You are very much part of the decision to allocate observers and so you will have

the opportunity to let your manager know if, for any reason, you don’t get on with

someone. Your manager will be very keen to find you an observer that you both find

appropriate.

3. How much choice do I have in what teaching session will be observed?

Ideally through your appraisal but also possibly through a discussion within your

curriculum team, a decision will be made about which teaching session would be

most appropriate to observe. For example, you and your line manager might identify

a module where you are trying out a new method of delivery such as integrating

more activity-based learning and so observations from another person would be

particularly valuable. Alternatively your curriculum team might have decided to

focus on the teaching for all level 4 modules so as to pick up on any transition

issues to be addressed.

4. How do I know that the observer is using the right form for my particular

teaching session?

Once you know a) which of your sessions is to be observed and b) who your

observer will be, you can contact them to discuss which form (from appendices A-

G) would be most appropriate. Having this pre-observation discussion is a vital part

of preparing for your observation to go well.

5. What should I tell my students about the observation?

It is your choice whether or not to tell your students when an observation is taking

place, and it often depends on circumstances. For example, in a lecture theatre of

over 100 students, it is easy for an observer to blend into the audience and remain

unnoticed, whereas in a seminar of 10-15 students, an observer would be much

more obvious.

12

6. Will the teaching observation be graded?

No the teaching observation will not be graded. The process is designed to enable

you to receive helpful feedback on your teaching and this will be divided into

‘strengths’ and ‘areas for development’.

7. Can I ‘fail’ a teaching observation?

No there is not a ‘pass’ or ‘fail’ within a teaching observation. The whole process is

designed to be developmental. You will be encouraged to discuss the outcomes

with your line manager at the next appropriate opportunity (either an appraisal or a

meeting arranged to specifically focus on your teaching observation). It is

anticipated that everyone will be encouraged to consider some areas for further

development through this process. Very occasionally, a repeat observation might be

deemed necessary, but this is more likely to be when there has been some sort of

interruption to the planned observation e.g. evacuation following a fire-alarm or the

teaching room being locked causing half the session to be wasted.

8. Can I have a copy of the observation form?

Yes certainly. Ideally verbal feedback will be given to you immediately after the

observation has finished. If this is not possible due to diary commitments for one or

both of you, a mutually agreeable alternative date and time will be encouraged. This

verbal feedback will then be followed by you receiving a copy of the completed

teaching observation form from your observer.

9. What happens to the observation form?

You will be asked to send your line-manager your completed observation form or

take it with you to your next 1:1 meeting or appraisal. This will then form the basis of

your discussion. Your observer will keep a copy of your completed observation form

but only until the end of the academic year, after which point they will be required to

dispose of it as confidential waste. The purpose of your observer keeping it until the

end of the academic year is so that they can share an anonymised summary of

commonly occurring themes from all their observations with other observers in the

College of Observers (this will be a requirement of their role as an observer and will

be a way of disseminating excellent practice in teaching).

10. What could I do if I disagreed with a comment that had been made about my

teaching?

The post-observation discussion is your opportunity to justify your approach to

teaching which has just been observed. This is meant to be a dialogue through

which you can discuss what took place and why. If you disagree with a subsequent

written comment on the observation form, in the first instance you need to contact

the observer and then your line manager to discuss the issue.

13

11. If the observer really liked my teaching methods, would there be pressure on

me to run staff development sessions on it?

No you will not be required to run staff development sessions on your approach to

teaching (unless you are volunteering to do so!) It is more likely that when good

practice is observed, an observer might ask if you are willing to have other staff

popping in to see how you teach. This would not be a formal observation and would

only be with your permission, at dates and times which are convenient to you.

12. Having discussed my teaching session with the observer, is that the end of

the process?

No, as mentioned in the answer to question 9 above, as well as having a post-

observation discussion with your observer, you are also expected to take your

observation form with you to your next appraisal and/or have a specific meeting with

your line manager about your teaching observation. Both of these discussions are a

valuable part of your ongoing development in teaching.

14

Observation proforma

15

Appendix 1

General Teaching Observation Form (can be applied to most teaching sessions)

Details of Observation

Name of staff being observed .................................... Date ................... Duration ...........

Name of observer ...............................................................................................................

Title of teaching session .....................................................................................................

The Start of the Session:

Observation prompts:

Is there a strong start to the session?

Is there any recap on the learning from the previous session?

To what extent is the previous session linked to the current one?

Are the intended learning outcomes made clear to the students?

Does the beginning of the session set the scene appropriately for the rest of the session?

Comments:

Session Development:


Is student interest and enthusiasm being maintained?

Is the pace of the session appropriate for all the students?

What teaching methods are used? Are these appropriate? Are they sufficiently varied?

Are all students being challenged?

Is group-work being used? How effective is this for achieving the learning outcomes? How well

is this being managed?

Comments:

16

Inclusive practice


Are the views of everyone encouraged?

How is dignity and respect for all students promoted

To what extent are students of all abilities and cultural backgrounds helped to contribute

To what extent are inclusive imagery and language used of students from different cultural

backgrounds?

How are strategies to ensure the positive engagement of all students used?

Comments:

Communication

To what extent is an effective rapport with students established and maintained so as to facilitate

positive engagement and communication

Is the communication of ideas relevant, clear and at a level appropriate for all students?

Is there opportunity for students to clarify their understanding? How is this handled?

What strategies are used to gain attention, to refocus at intervals and to ensure attention is

maintained?

How effective are the methods being used to encourage student participation?

Is there an effective rapport between the students and the lecturer to facilitate communication?

Are there opportunities for students to think, question and communicate their ideas?

How effective is the questioning and listening technique?

Are all the learners answering questions?

Is appropriate use made of praise?

Comments:

17

Integration of activity-based learning

How are pair/group activities introduced?

How clear are the guidelines as to what the students need to do?

How effective is the management of these activities?

To what extent is pace injected into the activities?

How is progress monitored during activities?

How is student learning captured and consolidated at the end of the activities?

Comments:

Use of resources

To what extent is best use being made of the learning space available?

What teaching resources are being used and effectively do they support student learning?

How effectively is technology used to support and enhance student learning?

Comments:

18

Consolidation & Evaluation of Learning:


Is learning checked throughout the session?

Are the important learning points reinforced throughout the session?

Are students given exercises, tasks or reflections to assist in their learning?

Are student made aware of the purpose of any exercises given?

Are students given the opportunity to practice relevant skills (if appropriate)?

Comments:

Close of Session:


Is the session drawn to a satisfactory conclusion?

Does the conclusion link to the work to be covered in the next session?

Are important learning points reinforced?

Are the intended learning outcomes revisited to check coverage?

Are the students advised of additional follow up reading / activities to consolidate their learning?

Comments:

19

Summary of observation

Key strengths

Key areas for development

Suggested ways forward and/or opportunities to share practice with others

Observer signature ......................................................... Date ........................

Observee signature ......................................................... Date ........................

20

Appendix 2

General Teaching Observation Form

(Checklist format)



Name of observer ...............................................................................................................


Key focus Yes No N/A Comments (if appropriate)

Start of the session

1 There is a strong start to the session

2 Recap on the learning from the previous session takes place

3 There is a link from the previous session to this one

4 The intended learning outcomes are made clear to the students

5 The beginning of the session sets the scene appropriately for the rest of the session

Session development

6 Student interest and enthusiasm are maintained

7 The pace of the session is appropriate for all the students

8 Appropriate and sufficiently varied teaching methods are used

9 All students are appropriately challenged and engaged with the learning

10 Pair/group-work is used and effectively meets the learning outcomes

11 The session is managed effectively

Inclusive practice

12 The views of all students are encouraged

13 Dignity and respect for all students is promoted

14 Students of all abilities and cultural backgrounds are

21

helped and encouraged to contribute

15 Inclusive imagery and language are used of students from different cultural backgrounds

16 Strategies to ensure the positive engagement of all students are used

Communication

17 An effective rapport with students is established and maintained so as to facilitate positive engagement and communication

18 The communication of ideas is relevant, clear and at a level appropriate for all students

19 The opportunity for students to clarify their understanding is handled well

20 Strategies to gain attention, to refocus at intervals and to ensure attention is maintained are used effectively

21 Methods to encourage student participation are used well

22 Students are given opportunities to think, question and then communicate their ideas

23 An effective questioning and listening technique is used

24 All learners, where appropriate, are answering questions

25 Appropriate use is being made of praise

Integration of activity-based learning

26 Pair/group activities are effectively integrated

27 Students are made aware of the purpose of any exercises given

28 Clear guidelines for the activities are given so that the students know what to do

29 The activities are managed effectively

30 Pace is effectively and appropriately injected into the activities

31 Student progress through these activities is monitored

32 Student learning from the

22

activities is captured and consolidated

Use of resources

33 Best use is made of the learning space available

34 Teaching resources are used effectively to support student learning

34 The use of technology effectively supports and enhances student learning

Consolidation and evaluation of learning

35 Student learning is checked throughout the session

36 Important learning points are reinforced throughout the session

37 Students are given the opportunity to practise relevant skills (as appropriate)

Close of session

38 The session is drawn to a satisfactory summary and conclusion

39 The summary and conclusion link to the work to be covered in the next session

40 Important learning points are reinforced

41 The intended learning outcomes stated at the beginning of the session are revisited to check coverage

42 The students are advised of additional follow-up reading / activities to consolidate their learning

23


Key strengths





24

Appendix 3

Seminar/Small-group tutorial Observation Form



Name of observer ...............................................................................................................


Number of students ............................. Level: (UG/PG) ………………



1 Explains the purpose of the session and the intended learning outcomes

2 Explains how the session will be structured

3 If appropriate, explains how each student’s contribution to this session will be assessed (formatively or summatively)

4 Checks that all students have engaged in the required pre-reading

Encouragement for engagement in the discussion

5 Establishes and/or reminds students of the ground-rules for engagement in the discussion

6 Promotes respect between individuals in the group

7 Creates an atmosphere for the free expression of views at the same time as ensuring that everyone respects the views of others

8 Encourages students to keep an open-mind

Management of the discussion

9 Keeps the discussion on track for the intended focus and outcomes

10 Adopts an inclusive approach, trying to

25

encourage the views of everyone

11 Helps students of all abilities and cultural backgrounds to contribute

12 Uses strategies to ensure the positive engagement of all students

13 Asks a range of open questions to elicit informed contributions form students

14 Wherever possible, seeks evidence-based answers rather than opinions

15 Helps individuals to become articulate in their answers

16 Encourages the development of reasoned arguments

17 Ensures that minority views are not over-powered by the views of the majority

18 Understands when to listen and when to intervene

19 At appropriate points, reinforces the key learning points which are emerging from the discussion

Adopting an inclusive approach

20 Encourages the views of all students

21 Promotes dignity and respect for all students


23 Uses imagery and language which is inclusive or students from different cultural backgrounds



Rapport

26 Establishes a positive rapport with both individuals and the

26

whole group

27 Maintains rapport even when views are different to own

28 Handles sensitive issues and divergent views in a positive way

29 Encourages the co-creation of knowledge with students as equal partners

Close of session/learning consolidation phase

30 Summarises the key learning points from the discussion, accurately incorporating the views of all

31 Checks coverage of initial learning outcomes

32 Re-caps on how contribution to this seminar/discussion has been/will be assessed (formatively or summatively), if appropriate

33 Outlines intended content of next session and how the learning from this session will be linked

27


Key strengths





28

Appendix 4

Skills-Teaching/workshop observation form



Name of observer ...............................................................................................................





1 Explains the purpose of the session and the intended learning outcomes for the skill/procedures

2 Explains how the session will be structured

3 Explains how this skill/procedure will be assessed (formatively or summatively)

Health and Safety

4 Outlines any health and safety regulation/issue of which students need to be aware

5 Models best practice in terms of health and safety

6 Raises concern with any students not adhering to required health and safety procedures

8 Deals with any disruptive/potentially dangerous student behaviour appropriately

7 Organises resources and/room layout so that students can safely practice the skill/procedure

Skill-demonstration phase

9 Explains to students what the skill/procedure involves

10 Communicates effectively with the students whilst

29

demonstrating the skill/procedure

11 Explains to the students about each part of the skill/procedure

12 Is audible to students

13 Poses relevant questions to heighten the students’ understanding of the skill/procedure

14 Invites questions from students to ensure they understand what to do

Practice phase

15 Divides students into appropriate groupings so that skill/procedure can be practised

16 Gives precise instructions about what the students now need to do

17 Monitors students’ learning/progress as they practise, stopping and intervening to ensure safety and correct use of equipment, addressing incorrect techniques

18 Divides time appropriately between students/groups to monitor their progress

19 Gives ongoing feedback to individual students and/or the whole group as they practise

20 Maintains an appropriate pace by setting targets for how students should be progressing with the skill/procedure

21 Reinforces key points to keep students focussed

22 Handles problems of inattention/inappropriate behaviour



24 Promotes dignity and respect

30

for all students





Close of session/Learning consolidation phase

29 Brings activities to a close

30 Advises on any clearing up/closing-down of equipment and/or the safe disposal of equipment

31 Summarises the key learning points

32 Invites further questions from students


34 Re-caps on how this skill/procedure has been/will be assessed (formatively or summatively)

35 Outlines intended content of next session and how the learning from this session will be linked to that

31


Key strengths





32

Appendix 5

Problem/Activity-Based Learning Observation Form



Name of observer ...............................................................................................................





1 Explains the purpose of the session and the intended learning outcomes

2 Explains how the session will be structured into different parts (corresponding to the task)

3 If appropriate, explains how each student’s contribution to this session will be assessed (formatively and/or summatively)

4 Reminds students about the expectations re them participating in the discussion

5 Checks that all students understand the task and what is expected of them in the session

6 Checks that all students have engaged in any required pre-reading and/or information- gathering

Organisation of the activity

7 Organises the students into groups or pairs for discussing the problem/scenario

8 Guides the allocation of tasks so that all students have set responsibilities

9 Injects pace into the session by setting appropriate timescales for the activity to be completed

33

10 Monitors whole group and individual student engagement with the set task

11 Keeps the discussion on track for the intended focus and outcomes

12 Schedules individual or group presentations (if required)

Use of the room

13 Makes best use of the learning space available

14 Ensures that the learning space is student-centred

15 Arranges furniture so as to be conducive to and aligned with the task

Use of other staff (if appropriate)

16 Works effectively with other member of staff and divides responsibilities appropriately

17 Works harmoniously and collaboratively with other member of staff

Monitoring and enabling the discussion

18 Asks a range of open questions to elicit informed contributions from students

19 Wherever possible, seeks evidence-based answers rather than opinions

20 Helps individuals to become articulate in their answers

21 Encourages the development of reasoned arguments

22 Understands when to listen and when to intervene


23 Encourages the views of everyone




34


Encouragement for engagement in the discussion

28 Establishes and/or reminds students of the ground-rules for engagement in the discussion

29 Promotes respect between individuals in the group

30 Creates an atmosphere for the free expression of views at the same time as ensuring that everyone respects the views of others

31 Encourages students to keep an open-mind

Rapport

32 Establishes a positive rapport with both individuals and the whole group

33 Maintains rapport even when views are different to own

34 Handles sensitive issues and divergent views in a positive way

35 Encourages the co-creation of knowledge with students as equal partners

Close of session/learning consolidation phase

36 Summarises the key learning points from the group tasks, accurately incorporating the views of all


38 Re-caps on how contribution to this group discussion or presentation has been/will be assessed (formatively or summatively), if appropriate

39 Gives initial feedback on individual and/or group presentations (if appropriate)

40 Invites peer feedback (if appropriate)

41 Encourages all students to reflect on their contribution to the activity

42 Outlines intended content of next session and how the learning from this session will be linked

35

43 Ensures that all students know what they need to do before the next session


Key strengths





36

Appendix 6

Observation of Research Supervision



Name of observer ...............................................................................................................

Research supervision session (e.g. monthly catch-up? viva preparation? .............................

Research student’s year of study .............................................................

Start of the session:

Is there a clear agenda for the meeting?

Is there any recap on the outcomes from the previous meeting?

Is there agreement as to the key outcomes to be achieved in the meeting?

Does the beginning of the meeting set the scene appropriately for the rest of the session?

Is it clear that all participants are fully prepared for the meeting? Has all submitted work

been read by the supervisor(s)? Has the student produced all of the agreed deliverables?

Is the student allowed/encouraged to lead the meeting?

Comments:

Meeting Development:

Does the student have ownership of the research programme and the agenda the meeting

follows? Is the latter the same as that agreed at the previous meeting?

Is there an exchange of opinions? Are all participants’ contributions being valued?

Is the student being challenged?

Is the pace of the session appropriate? Is the student being given time to write down key

observations and decisions?

Is the student being given constructive feedback on their deliverables?

Are the supervisors continually checking that the student is actively participating in the

decision-making?

Has the student been given an opportunity to raise any matters not on the agenda?

Are supervisors sensitive to any age, gender or cultural issues affecting supervision?

37

Comments:

Consolidation & Evaluation:

Are disagreements being resolved?

Are decisions being reached and recorded?

Is the student being informed about the quality of their deliverables and the overall progress

of their studies? Is appropriate praise or criticism being made? Are the supervisors

providing similar assessments of quality/progress being made?

Are any identified training needs (e.g. gaps in research or communication skills) identified

and addressed?

Comments:

Close of Session:

Is the meeting brought to a satisfactory conclusion?

Are agreed summaries made against each agenda point?

Is it agreed who will produce the report of the meeting and by when?

Is the student being given specific tasks for the next meeting?

Has a date been set for the next meeting and for delivery of the outputs to be discussed at

that meeting?

Comments:

38

General Reflective Points:

Were there appropriate opportunities for the student to raise issues of concern?

Were the contributions of the student to discussion given appropriate weight and debate?

Was there an effective rapport between the student and supervisors and between the

supervisors?

Were the supervisors working effectively as a team?

How effective was the supervisor(s)’s questioning and listening techniques?

Was appropriate use made of praise and encouragement?

Comments:

39


Key strengths





40

Appendix 7

Negotiated Online Peer Observation (NOPO)

Observation Prompts and Notes

Observer:

Observation Date:

Observation Title:

Aspects of Practice Selected for Focus in Peer Observation Contract (Form 1)

Observer’s Note and Comments

1.

41

2.

3.

You could use the following section to note any other general points arising from the

observation.

During the review...

a) I noticed...

and I thought...

42

b) I noticed...

and I wondered...

c) I noticed...

and I wanted to ask you...

d) I noticed...

and I wanted to say to you...

43

Adapted from: Bennett, S (2008) Peer Observation – a case for doing it online Teaching in Higher Education, Volume 13, Issue 5, pages 559 – 570

44

Appendix 8

Observation of teaching within a fieldwork context



Name of observer ...............................................................................................................





1 Explains the purpose of the activity and the intended learning outcomes

2 Explains how the activity will be structured

3 Explains how this activity will be assessed (formatively or summatively)

Health and Safety

4 Outlines any health and safety regulation/issue of which students need to be aware

5 Models best practice in terms of health and safety

6 Raises concern with any students not adhering to required health and safety procedures

7 If necessary, stops and intervenes to ensure safety addressing incorrect techniques/procedures

8 Deals with any disruptive/potentially dangerous student behaviour appropriately

9 Organises resources so that students can safely practice take part in the activity

Briefing phase

10 Explains to students what the

45

activity involves and/or recaps on important points (when students have been briefed in advance)

11 Communicates effectively with the students whilst outlining and/or demonstrating the activity

12 Explains to the students about each part of the required activity

13 Is audible to students

14 Poses relevant questions to heighten the students’ understanding of the activity

15 Invites questions from students to ensure they understand what to do

Learning a skill/navigating a problem

16 Divides students into appropriate groupings so that the activity can be undertaken

17 Encourages an enquiry-based response from students

18 Injects pace by setting timed parameters for the students to complete the activity

19 Confidently fluctuates between a directive and a non-directive approach according to student need

20 Encourages students to ‘trouble-shoot’ in order to solve problems

21 Monitors students’ engagement as they undertake the activity

22 Divides time appropriately between students/groups to monitor their progress

23 Gives ongoing feedback to individual students and/or the whole group as they undertake the activity

24 Reinforces key points to keep students focussed

25 Handles problems of inattention/inappropriate behaviour

Use of resources/technology

26 Demonstrates all equipment

46

effectively

27 Uses appropriate technology to enhance learning

28 Encourages students to engage with the technology being used




31 Helps students of all abilities and cultural backgrounds to engage effectively in the activity

32 Is sensitive to cultural or ethical considerations which might affect the engagement of some students




Close of session/Learning consolidation phase

36 Effectively brings activities to a close

37 Advises on any clearing up/closing-down of equipment used

38 Summarises the key learning points

39 Invites further questions from students

40 Checks coverage of initial session aims and learning outcomes

41 Re-caps on how this activity has been/will be assessed (formatively or summatively)

47


Key strengths





48

Appendix 9

Post-observation Self-Reflection

The following points are designed to help you reflect on how you felt about your teaching session,

guiding you to then focus on what changes you think you could make.

How satisfied am I with the way I:

Very satisfied

Satisfied Dissatisfied Very dissatisfied

Planned the session

Prepared effective learning resources

Started the session

Linked the learning from this session to the students’ previous learning

Used question and answer

Conveyed my enthusiasm for my subject

Used technology to support the students’ learning

Explained the purpose of the session

Established and maintained an effective rapport with the students

Included all students, irrespective of abilities or cultural backgrounds

Used questioning

Structured the session in terms of dividing it into different parts

Introduced and explained the purpose of activities

Facilitated productive discussion during the activities

Monitored student progress during the activities

Coped with the range of abilities

Checked on student learning

Summarised the learning and made conclusions

Directed the students to further learning relevant to the topic

Made links to the next teaching session

49

From reflection into action:

What seemed to work well?

What do I need to work on?

What do I now need to do?

50

Appendix 10

Annual Teaching Observation Summary Report- template for Faculties

PART I –TEACHINGOBSERVATION PROCESS

Number of teaching observations

Number and % of full-time and fractional staff observed through managed observations leading from appraisal

Issues which led to individual teaching observations e.g. NSS comments, poor module feedback or issues which led to the teaching observations across a whole award

Number and % of full-time and fractional staff observed through teaching observations of group of staff in identified awards

Issues which led to the group teaching observations e.g. NSS comments, poor module feedback

Number and % of part-time teaching staff observed through classroom observation

Number of awards in which teaching observations took place

PART II - OUTCOMES

Good practice identified by the teaching observation process

Areas for development identified by teaching observation

Academic staff development needs identified through teaching observations

Award or academic group-level learning identified through teaching observations

Faculty-level learning identified through teaching observations

Proposed changes to next cycle of teaching observations

Teaching Observation Handbook- Guidance notes for staff...

Documents

Transcript of Teaching Observation Handbook- Guidance notes for staff...