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Background: Peer Observation

Annual Dialogue in Learning and Teaching: Richard Ward Educational Development Adviser Learning and Teaching Services. Background: Peer Observation. Responded to Institutional Audit. A ubiquitous methodology in all levels of teaching. Managed through Heads of Department.

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Background: Peer Observation

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  1. Annual Dialogue inLearning and Teaching: Richard WardEducational Development AdviserLearning and Teaching Services

  2. Background: Peer Observation • Responded to Institutional Audit. • A ubiquitous methodology in all levels of teaching. • Managed through Heads of Department. • A range of forms associated with the process. • One of many developmental tools available. Annual Dialogue in Learning and Teaching

  3. Key Outcomes from 2007-2008 Summary of Key facts • Participating academic departments/schools: 43 • Non-participating departments: 3 • Participating professional services departments: 1 •  Percentage of academic departments making a return: 95% • Thirty-six departments offered some evidence of examples of good practice in learning and teaching: 79% Annual Dialogue in Learning and Teaching

  4. Exploring Developmental Activities Lecture Lab / clinic / studio Seminar Tutorial Supervision Fieldwork Module Outlines Assessment Methodology Mark schemes / criteria ‘Lesson’ Plans Student Evaluations Supervision Online Feedback Course Design Forms Response to student evaluations Funding Applications Marking Assessment questions Lab Scripts

  5. Repurposing Peer Observation Time in the Department of Landscape • Group exploration of a themed area • Looking in detail at approaches to feedback on assessment • Sharing experiences and best practice • Responding to student feedback Are there themes in your Department/School that could be explored in this way? Annual Dialogue in Learning and Teaching

  6. Why an Annual Dialogue? • Academically led ongoing peer support for teaching development. • Emphasis on flexibility and choice. • Ongoing peer supported dialogue, not a snap-shot of practice. • Focus on a range of approaches to meeting developmental needs. Peer Observation available if needed. • Assist targeting of priorities in teaching practice and learner support. • Robust, but minimal paperwork. • Promote attention to the student experience. Annual Dialogue in Learning and Teaching

  7. Benefits of Annual Dialogue • Premised on the idea that all involved in teaching will be seeking to develop their teaching. • Peer supported developmental activity should use, build upon and broaden supportive relationships/teamwork. • Reflection on agreed actions should aid individual development and monitoring of personal milestones. • Trust , enhanced scholarship and effectiveness in meeting student needs remain key principles. • Inter-disciplinary approaches are welcome. Annual Dialogue in Learning and Teaching

  8. Annual Dialogue - Dimensions Personal Departmental Faculty / Institutional

  9. Key Principles The Annual Dialogue will: • Serve a developmental function: enhancement of personal practice and the student experience. • Normally be available to all staff, including part-time staff and graduate teaching assistants. • Provide opportunities to consider personal developmental goals alongside wider strategic goals in learning and teaching. • Rely on the activity being valued and supported in departments and faculties. Annual Dialogue in Learning and Teaching

  10. Establishing a Focus The Annual Dialogue may explore: • Identified personal developmental needs and plans (e.g. objectives agreed via SRDS). • The impact on practice of specific developments in the curriculum (e.g. responding to growth of student numbers, new programmes, adopting and or exploring specific technologies). • Goals set in the Departmental Learning and Teaching Strategy and in Faculty-wide strategies. Better learning and Teaching: Annual Dialogue

  11. Selected Further Points • There is no formal requirement to link to SRDS. • Individual choice on whether and how to use outcomes from Annual Dialogue. • Departments may want to address certain issues on a group basis. • Confidentiality and personal boundaries should be discussed and agreed in peer pairings/groups. • A record should be maintained of outcomes and achievements. Reporting to the Department should principally relate to participation. • Annual Dialogue activities can, as agreed, inform aspects of the Annual Reflection on Learning and Teaching. Better learning and Teaching: Annual Dialogue

  12. Where to find out more http://www.shef.ac.uk/lets/lt-supp r.b.ward@sheffield.ac.uk Ext. 21358 Annual Dialogue in Learning and Teaching

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