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This is the teaching observation recently done by my Line Manager - Gamel Taher

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Viet - Online - Management led teaching observation- Done

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I agree with Hounsell (2008) that feedbacks from the three groups are important for us to evaluate our practice (Teaching colleagues and professional peers, self-reflection and students)

Feedbacks from teaching colleagues and professional peers play a crucial role in designing and developing a new curriculum before we start to delivery to students. I usually ask some of my colleagues for feedbacks to review my teaching materials before using to teach students. Sometime, I teach in front of my wife, who has strong background in my area Finance, to get her feedback on my lectures and teaching style. She is in the role of students, therefore, her feedbacks are really helpful for me to tailor my lectures. Teaching observation from peers is also good for lecturers to evaluate their practices.
Self-reflection is also very good evaluation of my practice. In this pandemic, all lectures are moved to virtual and recorded. I sometimes revisit my recording to reflect myself as a student and to change my lecture deliveries in a best way possible.
In addition, feedbacks from students are the most important because they are the audiences that we want to aim to. In my opinion, MEQs are really helpful for lecturers for evaluating and improving our teaching and learning practice.

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Reflection on short course 3: Learning design practice

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Reflection on short course 3: Learning design practice

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Learning spaces have changed over time. Learning spaces can be anywhere which engages learners to focus on their learning and developing the designed contents.
The pandemic has changed significantly the learning practice, it has made students and lecturer to adapt with very fast innovation of technologies. In my opinion, currently face to face learning space is more effective than virtual space, because the virtual barrier between lecturers and students has limited teaching and learning. However, in the future, Virtual space will replace the traditional teaching space once technologies develop adequately.

Handwriting feedback could cause confusion if students find difficulty to understand. I agree with what students feel when difficultly reading feedback. Currently, giving feedback on Moodle turn-it-in is a good way where we can highlight, give comments directly on students' assignments.

In term of challenging situation that I have dealt with that is when I was teaching a Statistics module, some students rarely attended classes, however, in the exam, they finished early and got very high marks. This situation has disappointed other diligent students who frequently attended the classes but got lower marks. The explanation for this is because some students have good background in Maths, they can read and understand the slides better than others. From this experience, I understood that all students have different backgrounds in maths, therefore, I have adjusted my lectures by simplifying the steps regarding mathematics.

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Reflection on Short course 2: Designing for Learning 

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Reflection on Short course 2: Designing for Learning 

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I totally agree that a Constructive alignment is an effective approach for lecturers in order to follow their plan to get students archived the learning outcomes.
Learning outcomes are to direct students to know what they are going to do during the course. For teachers, learning outcomes help them how to design teaching materials and assessments and how to guide students to archive the learning outcomes. However, in some modules I have taught, students saw final assessments as their destination of learning. Therefore, to ensure students understand the lectures and achieve the learning outcomes, both summative and formative assessments are very important. Currently, our modules are designed with lectures and seminars in which seminars provide students with practices Q/A and case studies. From these seminars, lecturers can assess students on how they are catching up with the lectures and know where they are in the course so that lecturers can fill the gap in their knowledge.
By understanding the constructive alignment has provided me a clear overview of the tight interrelationships between Learning outcomes - Activities - Assessment which helped me to improve my

Regarding the lesson plan, I usually have a detailed plan to ensure all the contents are delivered within a limited time.
In the past, I used to create broad plans, however, I always encouraged students to stop me if they have any questions which allowed me to know where they were in the sessions. However, my sessions sometimes didn't fit the lecture time and I, therefore, decided to create a detailed plan, which allows students to ask questions if they have, before each lecture.

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Reflection on Short course 1: Understanding Student Learning

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Reflection on Short course 1: Understanding Student Learning

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Personally, I think teaching is not required for learning to happen but effective teaching should go together with learning. the knowledge you gained from being taught would last in your memories for some time, however, the knowledge you gained from actively learning would give you experience. it is the same way when you start your career or a new job, you will be taught and you also learn which gives you experience.

Regarding learning theories, I absolutely agree that learning theories bother and I always put myself in students' positions when developing teaching materials and when deciding which way to deliver lectures to students. The social constructivism theory informs my Pgcert APHE  because there are interactions between learners and educators, and the focus places on learners as part of a social group.

In regard to transformative learning, for me, it is simply the way of learning that allows learners to adjust their thinking based on the new information they have acquired. The Coventry way is the teaching and learning ways putting students in the heart of the learning experience, engaging students to develop their creativity, to adapt to the transforming world and to become employable

In order to get to know my students, I used sharing of prior knowledge on a topic by asking students some simple questions or a short quiz before the start to understand students and to know where they are in the topic. Therefore, I can tailor the lectures to provide them a suitable approach to the topic

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CPD 3: A webinar: Setting up and managing a virtual class in Teams 16/12/2020

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CPD 3: A webinar: Setting up and managing a virtual class in Teams 16/12/2020

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The session was very helpful because It was organised prior to the semester 2 that I will be first leading a module in this semester.
The session provided the instructions on how to setup a channel for the module and how to divide the class into groups as well as provided the updates and comparisons  between Teams and Zoom which helped me to have an overview of the advantages and disadvantage of Teams.
By attending the session, I am now able to save my time for setting up and managing a virtual class on Teams

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Student Feedbacks on the meeting with supervisor

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Student Feedbacks on the meeting with supervisor

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The feedback form is required anonymously.
I was not teaching in semester 1, however, I had a meeting with students whom I am supervising for their dissertations. The feedbacks were very helpful for me to improve my practices in the next meetings.
I will focus on the lowest rating feedback with 4 stars which is about choosing topic advice in the next meetings

The MS Forms link is:

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CPD 2: Short Course on Future Learn: The Future of Payment technologies 06/12/2020

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CPD 2: Short Course on Future Learn: The Future of Payment technologies 06/12/2020

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I joined this course because it was helpful for me to prepare for a presentation in an event organized by a professional body CISI on the 9th of December. It was a 4-hour event with and my contribution to the even was a 30-min presentation on Payments.
Studying this course helped me to design and make a plan for the presentation on my new area of Fintech in a very short time (about 2 weeks) which was not my expertise.
I did my presentation very well at the event. The presentation was about payment technology providing audiences an over of History of payment, the innovation of payment, the impacts of Covid-19 on payment technologies, and the Future of payments.

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CPD1: Aligning Assessment criteria, Grades and Feedback: 26/10/2020

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CPD1: Aligning Assessment criteria, Grades and Feedback: 26/10/2020

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The session discussed on the importance of rubrics and how to align with the grades, the use of keywords when providing feedback. We talked about the new assessment criteria developed by CU for UG and PG. The common issue in assessment and feedback is that tutors provide feedback that are not in line with the grades provided. Therefore, students often complain why they got low grades why the feedback comments are similar to those who got higher grades. Due to the numeracy-based assessments of the EFA modules, marking criteria have been associated with feedback. Marking criteria are not the same as feedback. This is because it does not cater for the dialogic feedback and students to reflect on what they went wrong. We need to support the students to engage in more reflective and self-directed learning. Colleagues also suggest that we have been providing feedback (both formative and summative). However, students were not using feedback appropriately. Therefore, we need to keep telling the students what they received during the class or after the assessments that the discussions we have with students are feedback

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Aligning Assessment Criteria, Grades and Feedback

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I was not teaching in Semester 1, I had only a meeting with students on supervising their dissertations and I couldn't arrange an observation with my line manager in stead of Dr. Thang.
I will provide another TOB observed by my manager once semester 2 starts.

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Face to face teaching
This was very helpful observation for me, which I can reflect my self as a student. I have learned some skills that an experienced lecturer engage students and on how to manage a class in some difficult situations, such as, a question asked by students not related to your expertise and discipline