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The Learning Walk ideally should last for 40 minutes. However, if you are conducting a Learning Walk on a session which only lasts 30 minutes then use the other ten minutes to complete the online feedback form.

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Where can I find more information about Learning Walks? 

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Where can I find more information about Learning Walks? 

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We have created several places and spaces for Learning Walks to share information, experience and best practice.

Here are some links which will help.

Observation of Teaching practice Learning Walks space intranet link

Academic Development homepage

Teams Learning Walks community of Practice link to join Teams space: https://teams.microsoft.com/l/channel/19:M7I_a0yVt_Cy4jKl_PNiLeufAoWCvDOKuPYkfHprv9g1%40thread.tacv2/General?groupId=89b6934a-2931-4480-b563-70ace3504799&tenantId=1143e6f1-6c74-4487-b0fb-484e55eb2c90

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The online form is available through Learning Walks space on the intranet through this link.

It is also available directly through this link: https://app.keysurvey.co.uk/f/41688616/2fef/

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To join the Teams Space, please use the link https://teams.microsoft.com/l/channel/19:M7I_a0yVt_Cy4jKl_PNiLeufAoWCvDOKuPYkfHprv9g1%40thread.tacv2/General?groupId=89b6934a-2931-4480-b563-70ace3504799&tenantId=1143e6f1-6c74-4487-b0fb-484e55eb2c90 or email me on Helen.coleman@law.ac.uk and I will add you to it.

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How will the best practice be disseminated? Will it be done cross-campus as well as at campus level?

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Will the person conducting the learning walk be from the same/ similar campus- e.g. another online campus lecturer will view an online campus lecturer?

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Will there be more training relating to settings/theme specific examples?

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When should I start conducting Learning Walks?

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When should I start conducting Learning Walks?

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Learning Walks should already have begun at your campus.

I recognise this may not have happened at all campuses so far, however, we do need them to start as soon as possible and I will help in any way I possibly can – more training to be available very soon.

The reason we need the Learning Walks to get underway is to support the ULaw data collection phases throughout the year. Here is a link to the page detailing the ULaw data collection points: Observation of Teaching/Learning Walks (sharepoint.com) in case the link is not working, here are the dates and the phases they are linked to:

Phase 1: Dec-Feb

Phase 2: March- June

Phase 3: July-Sept

Phase 4: Oct-Dec .

The Learning Walks data is collected by Professor Brian Smith, who anonymises it, and creates reports we can then forward to regulatory bodies evidencing we are adhering to the relevant regulations and requirements.

We have nearly completed data collection phase 1 and we are now moving into phase 2 of the ULaw data collection phases. We are hoping to capture as much positive data as we can, so the Learning Walks beginning has become a matter of some urgency.

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Language on the online and hard copy form

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Language on the online and hard copy form

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The online form has the phrase peer observation very early on, with the word document also referring to observations. This could be an issue to staff completing the forms. Can the text be changed to Learning Walks and appropriately linked language be used across the data collection tools?

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Example of a completed Learning Walk form

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Example of a completed Learning Walk form

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Is there a completed example of a 'good' Learning Walks form?

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Does everyone have to complete all the themes?

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How often will learning walks need to be conducted?

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How often will learning walks need to be conducted?

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Has the online form been updated to reflect the Learning Walks language?

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Has the online form been updated to reflect the Learning Walks language?

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Yes, the online form has been updated to reflect the language of Learning Walks. This is available to you and is still available through the initial link. Please select the link in this post to access it or here: Learning Walks Feedback Form (keysurvey.co.uk)

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When should I start conducting Learning Walks?

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When should I start conducting Learning Walks?

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Learning Walks should already have begun at your campus and have started at some campuses. If a member of staff feels confident proceeding with a Learning Walk then please do so. Attending, or waiting for, additional training is not a necessary requirement for beginning the Learning Walks at your campus.

However, I recognise not everyone is comfortable with the themes and therefore may wish to have a further discussion or more in-depth training around the themes.

If this is the case I am more than happy to work with colleagues on a one-to-one, or small group, basis to ensure everyone has a fully workable idea of what they might be able to consider as relevant to each theme. Or any other element of the Learning Walks which they wish to discuss more deeply.

Please remember ULaw is bound by specific data collection cycles so we do need the data from the Learning Walks as soon as possible. If you are unsure about any element of the Learning Walks please feel free to email me on helen.coleman@law.ac.uk and I will help in any way I possibly can to suit your needs.

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There are nine themes for the Learning Walk. They are listed as follows:

1. Planning and Differentiation - Planning and differentiation supports best outcomes for all learners with opportunities to stretch and challenge

2. Promotion of positive behaviour - Promotion and management of positive learner behaviour, motivating and inspiring students to learn

3. Subject Knowledge -Demonstration of a depth of subject knowledge to support learners in acquiring understanding and skills

4. Teaching and Learning Strategies - Use of creative and innovative teaching and learning strategies (including integrating the development of other skills)

5. Resource Utilisation - Utilisation of available resources, including using technology in supporting learning

6. Assessment Strategies - Use of a variety of assessment strategies to monitor progress, provide feedback and check impact on learning

7. Promotion of Equality and Diversity - Promotion of equality and diversity, creating a positive, inclusive learning environment

8. Use of reflective practice and research - Use of reflective practice and research to develop evidence-based practice

9. Professionalism - Demonstration of professionalism in practice

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Do Learning Walks replace Peer observations? 

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Do Learning Walks replace Peer observations? 

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No. Peer observations are an important part of teaching practice giving every person the opportunity to reflect, develop and progress as they move from novice to expert in their role. Peer observations are different to Learning Walks and are still a vitally important part of staff development at the University of Law.

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Why do we need evidence of what we do and why are we using criteria?

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Why do we need evidence of what we do and why are we using criteria?

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What is the practical difference between grades and criteria?

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As Case Study Teaching Method champion for the Manchester campus, I would welcome any colleague who would like to learn more about this style of teaching to have a "walk" into any of my sessions.

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As Case Study Teaching Method champion for the Manchester campus, I would welcome any colleague who would like to learn more about this style of teaching to have a "walk" into any of my sessions.

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Are there any examples of how each of the themes may be evidenced during a teaching session?

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Are there any examples of how each of the themes may be evidenced during a teaching session?

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Hi, I appreciate Learning Walks should start as soon as possible . I can see from another question and answer that the AM and Deans will primarily conduct Learning Walks - but who initiatives the process and gets the ball rolling with regard to Learning Walks (the lecturer being observed, for example or the relevant line manager? Thank you.

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Under the 'Details' section in the LW form, there is a box that says 'Resources considered for Learning Walk' - what does that refer to please as I'm not sure what to write in that box?

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Use of reflective practice is difficult to assess during a learning walk. It's a feed forward criteria for the next walk, surely?

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Use of creative and innovative teaching and learning strategies are generally discouraged in favour of consistent delivery. This is debilitating.

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Differentiation depends, to a large extent, on the course design. Since we are expected to deliver materials as per the spec, differentiation is challenging and this limitation should be recognised.