Developmental observation training upload version
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This document outlines guidance for developmental observations of teaching at Coventry University. It discusses the purpose of observations as supportive rather than for performance review. Key areas for observation and feedback are identified as evidence of planning, learning activities, assessment and feedback, classroom management, progress made, and quality of teaching. Formats for observation and expectations of effective versus excellent teaching are explored. Guidance is provided on evaluating each observation area, with an emphasis on student-centered learning and using theory and research to inform teaching practice. Tips for developmental feedback that encourages two-way dialogue are also included.
![References
• Biggs,J and Tang,C. (2007) Teaching for Quality Learning at University, 4th Edition.
Maidenhead: SRHE and Open University Press.
• Lea, J. (2015) Enhancing Learning and Teaching in Higher Education. Berkshire, Open
University Press.
• Ashmore, L and Robinson,D. (2015) Learning, Teaching and Development. Strategies for
Action. London, Sage.
• Coe,R. Aloisi,C. Higgins,S and Major, L.E. (2014) What makes great teaching? Review of
the underpinning research (On-Line). Available at http://www.suttontrust.com/wp-
content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf [Accessed on
9/1/17].
• BIS (2016) Success as a Knowledge Economy: Teaching Excellence, Social Mobility and
Student Choice (On-Line). Available at
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/523546
/bis-16-265-success-as-a-knowledge-economy-web.pdf [Accessed on 10/1/17].](https://image.slidesharecdn.com/developmentalobservationtraininguploadversion-170209155418/85/Developmental-observation-training-upload-version-15-320.jpg)
Developmental observation training upload version
- 1. Developmental Observation Training. Geoff Hughes Academic Quality Enhancement Manager 7/2/16 & 9/2/16
- 2. Setting the Scene • This is a supportive and developmental process, with grades removed and it taken out of the PDR (performance development review) process. • This should be seen as an opportunity to develop the practice of others to ensure high quality learning and teaching becomes a priority across your faculty. Coventry University Group
- 3. Discussion points • Evidence of Planning. • Learning Activities. • Assessment and Feedback. • Classroom Management. • Progress Made. • Quality of Teaching. These are the same 5 as last year that are on the observation form. New for 2017.
- 4. Form
- 5. New format of Form Introduction of Pedagogical Approaches Individual areas for feedback on suggested developmental actions.
- 6. Expectations • Consider what you feel is an ‘effective’ session and what you feel is an ‘excellent’ session. What is the difference? • Small groups, 3 minutes. • Provide feedback at the end of 3 minutes on your findings. • Be prepared to justify your findings and opinions. Coventry University Group
- 7. Evidence of Planning Guidance; • SoW Hybrid completed? • PowerPoint/Presentation outlining session content? • Week Schedule available? • Module or Course handbook? • Consideration of learners needs to put the learner at the heart of the process? • Use of theory to support delivery?
- 8. Evidence of Planning Learning Outcomes. (What you want students to learn) Assessment. (What evidence you require to know that learning has occurred) Learning Activities. (What activities you use to engage students in their learning) Constructive Alignment. Source; Biggs and Tang (2011)
- 9. Learning Activities Guidance; • Has learning taken place? How is this evidenced? • Is critical thinking, resilience and independence developed? • Are there opportunities for ‘student as teacher’ and ‘student centred’ approaches? • Involvement, interaction and active cohesion? • Exposure to latest developments in research and professional practice? • Has research Inspired Teaching?
- 10. Assessment and Feedback • Guidance; • Do students learn through feedback? • Does feedback and feedforward inform areas for further learning? • Is there a range of formative methods utilised? • Are the Assessment tasks engaging? • Is there a clear assignment briefs and outcomes What makes good assessment?
- 11. Classroom Management • Guidance; • Are the activities varied to stimulate attention? • Are learners needs are dealt with? • Is there evidence of motivation and interaction? • Is there a change in room layout? • How is the attendance for the session? • Is the communication clear? • Rapport with Learners? What type of climate is created in the learning environment?
- 12. Progress Made • Guidance; • Is there evidence of learning gains and distance travelled in session? • Are students assessed against session outcomes? • Has student feedback impacted on the session delivery? • Is there an acceptance of change? • Is there incorporation of research, data, scholarly activity and employability? Independence + Resilience + Critical thinking.
- 13. Pedagogical Approaches • Guidance; • Does research informed pedagogical and andragogical approaches? • Is there current learning theory demonstrated through delivery? • Is the tutor motivational, inspiring and challenging? • Are there high expectations of the students? • Do Lecturers understand the learner demographic? • Are the Lecturers creative and able to take risks?
- 14. Tips on feedback. • Guidance; • Use constructive and developmental dialogue. Make it a two way conversation. “How did you feel the session went?...” • ‘Avoid the sandwich’. • Make it ‘timely’. • Justify your comments, remember some may disagree. Offer your own examples to assist development.
- 15. References • Biggs,J and Tang,C. (2007) Teaching for Quality Learning at University, 4th Edition. Maidenhead: SRHE and Open University Press. • Lea, J. (2015) Enhancing Learning and Teaching in Higher Education. Berkshire, Open University Press. • Ashmore, L and Robinson,D. (2015) Learning, Teaching and Development. Strategies for Action. London, Sage. • Coe,R. Aloisi,C. Higgins,S and Major, L.E. (2014) What makes great teaching? Review of the underpinning research (On-Line). Available at http://www.suttontrust.com/wp- content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf [Accessed on 9/1/17]. • BIS (2016) Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice (On-Line). Available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/523546 /bis-16-265-success-as-a-knowledge-economy-web.pdf [Accessed on 10/1/17].
Editor's Notes
- #7: Introduction of Pedagogical approaches is indicative of current climate within HE whilst also consider the need to develop and consistently revisit. Find the form at L:\CUC\BUSINESS IMPROVEMENT\CU Group - Academic Quality and Enhancement\Learning and Teaching Observation Programme 2016-2017
- #11: Much of the content in regards to Learning Activities is taken for the TEF in a view to raise standards of practice