SLTCC2017 Microteaching: Reflections of a yachtsman, a coder and a DJ (James Hannam, Joe Appleton, Jean-Baptiste Souppez)
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The document discusses a microteaching event featuring three speakers: a yachtsman, a coder, and a DJ, focusing on peer observation as a means to enhance teaching effectiveness. It emphasizes the importance of reflective practices and feedback in teaching, highlighting benefits such as increased self-awareness and improved student learning. Recommendations include providing realistic and specific feedback while fostering a collaborative learning environment among educators.
SLTCC2017 Microteaching: Reflections of a yachtsman, a coder and a DJ (James Hannam, Joe Appleton, Jean-Baptiste Souppez)
- 1. MICROTEACHING: REFLECTIONS OF A YACHTSMAN, A CODER AND A DJ 2 3 J u n e 2 0 1 7
- 2. SPEAKERS Joe Appleton (The Coder) Lecturer in Software Development M i c r o t e a c h i n g : r e f l e c t i o n s o f a y a c h t s m a n , a c o d e r a n d a D J Jean-Baptiste Souppez (The Yachtsman) Lecturer in Yacht Design and Composite Engineering James Hannam (The DJ) Lecturer in Music Management
- 3. M i c r o t e a c h i n g : r e f l e c t i o n s o f a y a c h t s m a n , a c o d e r a n d a D J THE PEER REVIEW PROCESS • Three participants are required • Each participant records a 10 minute video of their teaching • Each participant gets primary feedback from one team member. They can ask for specific feedback areas to be covered • The participant must reflect on the feedback • The observers feedback is further reviewed by the third group member
- 4. M i c r o t e a c h i n g : r e f l e c t i o n s o f a y a c h t s m a n , a c o d e r a n d a D J • Compulsory requirement of the HEA to obtain FHEA. • Part of SSU strategic plan: “Ensuring effective learning and teaching through peer observation of teaching” (Southampton Solent University, 2015). • Second biggest effect on positively influencing student learning (Hattie, 2015). • Stimulate reflection on teaching practice (Brockbank & McGill, 1998) • Build an ongoing dialogue (Harper & Nicolson, 2013) • Creation of a teacher’s community of practice (Jones & Gallen, 2015) WHY PEER-OBSERVATION?
- 5. M i c r o t e a c h i n g : r e f l e c t i o n s o f a y a c h t s m a n , a c o d e r a n d a D J • You are being watched… and judged… and reviewed… and criticised… • You are having to watch… and judge… and review… and criticise… • Am I doing a good job??? • Self-awareness: have you seen yourself teach? • A learning journey… OVERCOMING THE INITIAL ANXIETY
- 6. M i c r o t e a c h i n g : r e f l e c t i o n s o f a y a c h t s m a n , a c o d e r a n d a D J • (In)formality • Complicated topics, clearly explained • Inspired to use Panopto lecture capture • Referring to personal experience works well • We gained ideas on student interaction, body language, tone and pacing. Photograph by NRK P3 MAIN OBSERVATIONS
- 7. M i c r o t e a c h i n g : r e f l e c t i o n s o f a y a c h t s m a n , a c o d e r a n d a D J • Exley and Dennick (2009) recommend that feedback is realistic, specific and sensitive. • Helpful to discuss in advance, to highlight specific points of concern • New, useful insights can be gained from working outside core subject areas • Positive feedback increases confidence and self-awareness • Constructive feedback helps to improve teaching practice. Photograph by NRK P3 RECOMMENDATIONS
Editor's Notes
- #7: Panopto allowed complicated topics to be explained in sections. Understoof much more on second viewing.