Peer Practice Exchange
op el ev
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R efl ec t
Observe
Guide developed by
Teaching and Learning Fellows Karen Arm - MARTEC karen.arm@solent.ac.uk
Sara Briscoe - FBSE sara.briscoe@solent.ac.uk
Dr Donna Peberdy - FCI donna.peberdy@solent.ac.uk
Designed by Danny Phung BA (Hons) Media Production Graduate dayph.prod@icloud.com www.dayphproduction.com
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Table of Contents Overview and aims.................................................................4 Key principles and potential benefits..................................5 What colleagues say about it................................................6 What can be the focus of the exchange............................6 Taking part: 3 roles..................................................................7 At a glance: 6 steps.................................................................8 Preparing for the exchange: Decide....................................9 Preparing for the exchange: Meet.......................................10 The exchange...........................................................................11 Review, reflect, action.............................................................12 Peer practice exchange template 1.....................................13 Peer practice exchange template 2.....................................16 Peer practice exchange template 3.....................................18
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Overview Teaching and supporting learning is at the heart of what we do as professionals at Southampton Solent University. Whether you have started teaching and supporting learning relatively recently, or you are very experienced, we can all learn something new and develop ourselves as part our continual professional development. Peer practice exchange allows you to learn from others, share your own practice and develop your teaching and support of learning through a friendly, supportive and confidential process. This peer practice exchange guide outlines the University's approach to peer observation, explains the ins and outs of practice sharing and provides you with all you need to get started. It borrows some elements from existing peer observation schemes but with a much greater emphasis on sharing and developing our teaching and learning practice rather than observation and review. The central idea is that the University's scheme is designed to be entirely flexible and can be used in a way that suits you.
Aims » » » »
To provide individual and confidential feedback on teaching and learning To facilitate and encourage more practice sharing across the University To establish stronger networks and professional working relationships To develop and enrich teaching practice and learning experiences at Solent
Further information and templates can be found on Peer practice exchange myCourse page
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Key principles Confidential
Judgemental
Developmental
Performance Management
Constructive
Compulsory
Supportive Inclusive Collaborative Dialogic Reflective
Potential benefits » » » » » » » » » » » »
Enhance your teaching skills Increase your confidence in teaching Identify strengths and weaknesses in your practice Work collaboratively to share ideas Understand the practice of a colleague Find out how someone else perceives your practice Gain reassurance about your teaching and support of learning Get feedback on new innovations Discover qualities you were unaware of Address known problems Strengthen your weaknesses Share your strengths
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What colleagues say about it I would strongly recommend everyone participating in peer observation - you will definitely gain from this activity and ultimately your students will benefit
Participating in the scheme has really opened my eyes to different ways of teaching and learning
Taking part gave me the confidence to refine and adopt new approaches
I have picked up a range of new ideas on a wide range of practices
Embrace it! Perhaps think about specific areas that you need support with before the observation
It is really about supporting others and gaining in terms of your networks/teamworking and personal development
I definitely benefited from constructive and supportive feedback... The feedback challenged my thinking and improved my self-awareness
What can be the focus of the exchange? » » » » » » »
Lectures Seminars Individual/small group tutorials Workshops Supervisory meetings VLE (Virtual Learning Environment) Feedback (written, verbal)
» » » » » »
Designing inclusive learning activities Enhancing employability in the curriculum Integrating research into teaching Managing challenging learners Facilitating group work Supporting independent learning
In fact any part of your teaching and supporting learning practice that you would find useful to share and get feedback on!
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Taking part There are three different ways you can take part depending on you personal preference, situation and what you want to get out of it.You are not limited to one role; you might decide to be a tourist in the first instance and an all-rounder on another occasion.
Tourist » You want to be inspired by the teaching and learning practice of others » You like the idea of sitting in on other people’s sessions » You are interested in giving constructive feedback to your peers
All-Rounder » You like the idea of sharing a session with a peer and returning the favour » You are looking for the opportunity to sit in on a session and have the same person sit in on one of your sessions » You are happy giving constructive feedback as you are receiving it
Showcaser » You have a ‘good practice’ session you would like to share » You have developed a new or innovative technique or practice that you want to show or review » You would like feedback on a particular teaching session or method
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The peer practice exchange process at a glance 1. Decide
» On the focus of your exchange » What your peer practice exchange role will be: Tourist, All-Rounder, Showcaser
2. Identify
» Who your peer practice exchange partner will be » Stuck? Contact one of the Teaching and Learning Fellows or go to the Peer practice exchange myCourse page
3. Meet
4. Exchange
5. Review, Reflect, Action
6. Log
» To discuss what you would like from the session » Use the “preparing for the exchange” guidance (see page 9&10)
» Peer practice exchange takes place » Use “the exchange” guidance (see page 11)
» Meet with your exchange partner after the exchange to review the session » Use the “review, reflect, action” guidance (see page 12)
» Please email your Faculty Teaching and Learning Fellow (Karen Arm, Sara Briscoe and Donna Peberdy) to log your exchange with your names, unit and date of the exchange - that's all! Contact details of the Teaching and Learning Fellows can be found on page 2 of this guide. The pre- and post- exchange meetings with your partner are crucial to the success of the exchange
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Preparing for the exchange 1. Decide We encourage you to decide to focus on a particular area in your exchange as this can help to shape the exchange and review process. In selecting your area, you might want to think about: » Your personal interests and an area you would like to develop » Areas identified by student feedback (National Student Survey, Solent Unit Evaluation) » Areas raised by an external examiner » Themes agreed by Faculty/School/Programme » Strategic themes of the University (employability, inclusivity etc.) » Areas identified for professional development
2. Identify Once a topic has been identified, then a suitable activity/session can be selected for review. This does not have to be limited to a lecture or seminar: See “What can be the focus of the exchange” on page 6. You will then need to find a colleague to work with. In doing so, you might like to consider the following: » » » » »
Course colleague (someone you already feel comfortable with) Colleague from a different course (for a fresh perspective) Professional support staff colleague (for a different approach) More experienced colleague (to benefit from their experience) Less experienced colleague (to benefit from a fresh perspective)
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Preparing for the exchange 3. Meet Here are some pointers and key things to establish in order to help you refine your aims for the exchange: » When is the session? » What is the session about? » What kind of session is it? (e.g. large lecture, small group tutorial, seminar, what level is the unit, where is session positioned in the teaching programme?) » What would you like feedback on? (a particular stype of delivery, a new technique, general teaching method?) » What do you want to each get out of the session? » How will you introduce the observer to the students?
The more specific your discussion at this stage, the more you will get out of the exchange. The exchange templates at the end of this guide are a very useful tool to help shape your thinking.
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4. The exchange At the end of this guide there are some exchange templates you can use to structure your exchange, depending on your preferences and level of detail you are looking for. The most important thing is to pick the form that suits you and then adapt it to your needs. The templates can all be downloaded from the “Peer practice exchange” myCourse page www.portal.solent.ac.uk/teaching-and-learning/solent-learning-community/peerpractice-exchange.aspx Things to think about... » Observed tutor Don’t forget to let the students know that another tutor will be visiting the class and explain the purpose of the visit. » Observer You should be as unobtrusive as possible during the observation. It is a good idea to focus on the students during the observation. In other words, you are observing the learners’ experience.
The nature of Peer Practice Exchange will differ from one instance to the next but here are some areas to consider that can help you refine your exchange: » » » » » » » » » » » » » »
Session structure: communication of aims and objectives Planning and organisation Delivery, timing, pace Start/end of session Different teaching and learning methods used and their effect Learning resources Interaction/engagement of/with students Communication Visual aids What worked well/was particularly effective? Why were these effective? What was less successful or effective? Why were these less successful or effective? What could be done to improve effectiveness?
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5. Review, reflect, action Partners should meet as soon as possible after the session so that the exchange is fresh in your minds. After the exchange, it is important to take the time to review, reflect and action plan as this will help you to use the exchange to inform you continuing professional development and practice.
Feedback etiquette Giving feedback: » Invite your partner to describe how they thought the session went according to the aims set in the pre- exchange meeting. Be specific, commenting on the practice not the person » Focus on what worked well before moving onto what could be improved » Concentrate on aspects of teaching/supporting learning that can be enhanced » Describe rather than evaluate » Own the feedback e.g. ‘In my opinion…’, ‘I think….’ Receiving feedback: » Listen to the feedback.You will hear more if you concentrate on listening rather than explaining or justifying » Ask for clarification so you understand exactly what your partner is saying » Reflect on the feedback and decide which points you want to take forward » Establish objectives for future development and plan how these will be addressed » Identify possible information and/or support needs relevant to the achievements of these actions
6. Log Please remember to log the exchange!! Email you Teaching and Learning Fellow to let us know your names, unit, date of observation and feel free to pass on any feedback about your experience of using this guide. Email addresses of the Teaching and Learning Fellows can be found on page 2 of this guide.
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Peer practice exchange Template 1 (Part 1) Peer observation pre meet (observed tutor) Tutor: Number of students: Date: The following questions are designed to assist you clarifying the content of your teaching sessions with your peer observer colleague at your pre-meeting discussion. 1.
How the teaching session is positioned in the unit (e.g. first session, seminar to support particular understanding etc.)
2. What you are trying to achieve in the session e.g. develop concepts that have been introduced earlier, support understanding of theory etc. 3. What delivery method(s) you are utilising e.g. traditional lecture, video, interactive seminar, case study etc. 4. What specifically you would like the observer to look out for during the session, e.g. structure, timing, speed, if students were able to make notes, student engagement/ participation etc
Peer observation pre meet (observer) Tutor: Number of students: Date: The following questions are designed to assist you in clarifying the context of your colleague's teaching which you are going to observe. It is important that your colleague clarifies: 1.
How the teaching session is positioned in the unit
2. What your colleague is trying to achieve in the teaching session 3. What delivery method(s) your colleague is going to use 4. What specific aspects of the teaching session your colleague would like you to feed back on
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Peer practice exchange Template 1 (Part 2) Strengths & weaknesses (observed tutor) This form is intended to help you evaluate your own teaching session.You will probably feel that there were high points and undoubtedly there will be things that you can easily identify that can be improved. It is best not to be too ambitious. Focus on strengths and weaknesses. As a rule of thumb, the latter should not outnumber the former. You should also try and identify how weaknesses can be addressed.
Things that went well:
What contributed to this?:
Things I could improve upon:
How might I make an improvement?:
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Peer practice exchange Template 1 (Part 3) Strengths & weaknesses (observer) The structured open approach is designed to provide balanced feedback and suggestions for improvement on the teaching session as a whole.
Things that went well:
What contributed to this?:
Things that could be improved upon:
How improvements might be made:
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Peer practice exchange Template 2 (Part 1) To be completed by observer - Teaching Observation Name:
Date of observation:
Name of observer:
Place of observation:
Type of session:
Date/Time for feedback:
Aims
Number of students:
(What are your aims for this session in relation to the unit profile?) Learning objectives (What are the specific learning objectives planned for the students (for example, knowledge and understanding, key skills, cognitive skills, and subject-specific, including practical/professional skills)? Outcomes (How will students benefit in the longer term from this and related learning activities and experiences?) Any particular factors or problems taken into account when planning the session? (For example, student prior learning, student profile, availability of learning resources) Any aspects of this session that are new to you? How have you incorporated suggestions made previously (for example, from external examiners, unit review, student feedback) in your plan for this session? What particular aspects would you like feedback on?
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Peer practice exchange Template 2 (Part 2) Observer's comments Teaching characteristics - comments 1.
Planning and start of session Suitability of aims, objectives and outcomes of sessions. Communication of these to students. Continuity with previous sessions and with students' prior knowledge. Overview of session.
2. Presentation Structure of session. Clarity of presentation. Delivery and pace. Emphasis of key points. Use of summaries. Development of content and integration with overall unit and programme. 3.
Student participation General atmosphere in teaching session. Student involvement in learning activities. Management of teaching session as it takes place. Interaction between lecturer and students, and among students. General attitude to students. Awareness of individual needs.
4.
Methods and approaches Choice of teaching and learning activities. Use of handouts, board, flipchart and other teaching media. Use of examples, case studies, student experiences, etc. Appropriate reinforcement and feedback. Awareness of and links to research.
5. General To what extent were the learning objectives for the teaching session achieved? How relevant were the chosen teaching and learning activities to achieving the objectives? Was there effective communication between lecturer and students? Were learning resources (including technology and accommodation) appropriate for achieving the learning objectives? Overall strengths:
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Peer practice exchange Template 3 (Part 1) Peer observation of teaching - Discussion form Complete the first part of the form before the teaching session. Please share oral feedback at the end of the session and arrange a meeting to discuss your work in more detail as soon as possible. Teacher being observed:
Observer:
Date/Time:
Location:
Course/Programme:
Module:
Topic:
Style of delivery:
Level: HND, 1/2/3/PG/other: Mode: FT/PT/mixed
Number of students:
The context of the activity; where this session fits in with the module as a whole:
Learning outcomes for this session:
Planned activities - briefly outline what you anticipate that you and the students will do during the session:
The contribution of this session to the students' completion of assessed work:
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Peer practice exchange Template 3 (Part 2) Written feedback on observed session
Area
Comments
Clarity of learning outcomes/ objectives: Planning and organisation: Methods and approaches, including use of resources: Delivery and pace: Content, including development of professional and/or key skills and reference to research/scholarship: Student participation in learning, especially noting suitable methods for this type of delivery: Accommodation issues: Date:
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