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Observation of an Experienced Colleague 

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Observation of an Experienced Colleague 

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Example of the stop-start-continue Questionnaire 

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Example of the stop-start-continue Questionnaire 

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Challenge 4 -  What barriers have you experienced, if any, that prevent you from taking action or developing your practice based on some of the evaluation data?

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Challenge 4 -  What barriers have you experienced, if any, that prevent you from taking action or developing your practice based on some of the evaluation data?

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QR Code for my stop-start-continue feedback form

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QR Code for my stop-start-continue feedback form

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Jarod FZH - Teaching Observation 22_March 2022

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Challenge 4 - Join the discussion to share with your peers how you might have ‘extended’ your online conversations in the comments, if at all

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Challenge 4 - Join the discussion to share with your peers how you might have ‘extended’ your online conversations in the comments, if at all

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For me, I was able to have great in-person conversations about this course as I work closely with a lot of people taking this course. From my experience of this course, I have found that my online conversations have been most effective in breakout-rooms, rather than in the comments, where engagement is more limited.

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Challenge 4 - Learning communities in HE, a reflection

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Challenge 4 - Learning communities in HE, a reflection

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Although I think this is a great idea for very large faculties, I cannot see this as a very effective strategy for my lab teaching. I think a smaller, more informal approach should be used in order to be effective.

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Challenge 4 - What are some of the other ways you can think of to communicate and engage students with the changes you have made as a result of feedback on your teaching?

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Challenge 4 - What are some of the other ways you can think of to communicate and engage students with the changes you have made as a result of feedback on your teaching?

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Challenge 4 - Reflection of Moon's 5 stages of learning

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Challenge 4 - Reflection of Moon's 5 stages of learning

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For me, I felt like I reached stage 4 and 5 more often when I received feedback from students. My ability to enact change from feedback was dependant on the feedback being constructive. This links back to the importance of good feedback structure, such as using stop-start-continue.

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This part has taught me to consider self-reflection as important as any other piece of feedback, as the teacher is just as important as any other part of the system!

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Challenge 4 - Peer evaluation process reflection

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Challenge 4 - Peer evaluation process reflection

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For me, I think the Collaborative learning set would be great for me for evaluation, perhaps after receiving feedback from students. I think it would be best in a more relaxed,, informal setting where teachers would come together to discuss problems and solutions.

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Challenge 4 - Who Should be Involved in Feedback? - a reflection

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Challenge 4 - Who Should be Involved in Feedback? - a reflection

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I agree with Housell's view that teaching colleagues, self-reflection and students should form the main sources of feedback, as these groups are the most important and invested parties. Perhaps another important source of feedback would be older, more experienced module leaders, that may be able to give an outside perspective on the performance of my module.

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Challenge 4 -  Do we simply evaluate for performance indicators in what some might call an increasingly ‘audit culture’, or do we see evaluation as an essential part of our role and our professions? - Initial Reflection

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Challenge 4 -  Do we simply evaluate for performance indicators in what some might call an increasingly ‘audit culture’, or do we see evaluation as an essential part of our role and our professions? - Initial Reflection

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Evaluation is very important in helping us become better teachers however, strictly relying on performance indicators may not be the best way of evaluating as it can miss out important, more subjective factors. This could include student stress or engagement. This is why evaluation from students is important as it allows for us identify areas for improvement that may not be identified from traditional performance indicators.

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Challenge 3 - In what way(s) do the students’ views align (or differ) with your current understanding or assumptions about the way students perceive learning spaces?

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Challenge 3 - In what way(s) do the students’ views align (or differ) with your current understanding or assumptions about the way students perceive learning spaces?

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I am glad to hear a lot of the students' opinions aligning with my own. One of the important aspects about learning spaces for me is that the teaching should not be restricted to the space and should be available elsewhere as well. This was highlighted by one of the students describing how he really liked when the teachers putting slides up online so that he could refer to the material to aid in learning.

Another aspect that I found interesting was how a lot students prefer smaller groups and smaller rooms, as it provides a more collaborative atmosphere which suits discussion. When teaching smaller groups in the future, I will try to book rooms that do not "drown" the students in space in order to create that smaller collaborative environment.

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The second piece of feedback to compare

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The first piece of feedback to compare

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Challenge 3 - Comparing Two pieces of Feedback 

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Challenge 3 - Comparing Two pieces of Feedback 

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The first piece of feedback appears to be hastily written in "doctors handwriting". If I was the student receiving this feedback, it would not motivate me as I would not want to act on the changes proposed as it looks like the marker put very little effort into writing them.
Also, the use of one score instead of a score breakdown does little for addressing what needs improvement.

The second piece of feedback is far more clear and appropriate. The feedback includes clear areas for improvement, plus a breakdown of each area which contributed to the final mark. There is also good inclusion of where the student succeeded, which provides good motivation for the student to improve.

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Challenge 3 - Group Exercise - "Tackling Student Engagement" - Reflection

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Challenge 3 - Group Exercise - "Tackling Student Engagement" - Reflection

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My initial reflection of this section of the group work has me thinking a lot about the importance of structure and content when designing a group task. Having a case study, along with a set of clear questions to answer allows for group discussion to flow more, which leads to a more productive a meaningful session. This contrasts with some previous group tasks I have been part of in the past where the overall goal was unclear, leading to confusion rather than engagement.

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Week 3 Group Exercise - "Tackling Student Engagement" - The Task

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Week 3 Group Exercise - "Tackling Student Engagement" - The Task

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Week 3 Group Exercise - "Tackling Student Engagement" - My Response

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Week 3 Group Exercise - "Tackling Student Engagement" - My Response

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Challenge 2 - Practice Learning Objectives Feedback

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Challenge 2 - Practice Learning Objectives Feedback

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Are the learning outcomes clear enough for students to understand what is expected from them?
Yes, I think the learning outcomes are clear enough for students to understand what is expected from them.

Do the learning outcomes use active verbs that can be demonstrated by learners?
Yes, active verbs are used in writing the learning outcomes and I think these can be demonstrated by learners

Are the learning outcomes appropriate for the level indicated?
I think the learning outcomes are appropriate for the levels indicated

Feedback from a course member about my teaching philosophy

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Challenge 2 - Practice Learning Objectives

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Challenge 2 - Practice Learning Objectives

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Level 4-
Learning Objective – To familiarise yourself with the basic functional components of the microscope.
Level 5-
Learning Objective – To demonstrate knowledge on how to correctly calibrate the microscope to view cell structures using the eyepiece graticule.
Level 6-
Learning Objective – To be able to demonstrate how each component of the microscope works, and to be able to use the microscope to view basic cellular structures.

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Challenge 1 - Short Reflection on Diversity

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Challenge 1 - Short Reflection on Diversity

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-Your views on diversity in higher education?

The Futureworks material has really made me consider what diversity in higher education is. My approach to this question has previously been rather limited in scope, focusing in on things like ethnicity and gender identity. However, I now see there are other factors to consider, such as economic diversity.

-How might you go about introducing inclusive learning and teaching in your practice?

In STEM fields, there is still a big emphasis on text books being a fundamental part of learning in higher education. However, as online resources have become much more common in learning, I believe reducing this reliance on expensive text books may be beneficial, from an ease-of-access point of view and from a economic point of view, to make sure as many people can have access to learning resources, regardless of economic background.

-Your reflections on the question: Is inclusive learning and teaching simply good teaching?

I believe that inclusive learning is very important to delivering good quality teaching. Making my teaching style and content relatable to all students of different backgrounds will make the content much easier to approach and digest, improving learning all round.

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Challenge 1 - Teaching Philosophy Feedback

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Challenge 1 - Teaching Philosophy Feedback

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Feedback from a course member about my teaching philosophy

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A small mind map thinking about who my students are and how they may differ

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A short reflection about my teaching philosophy as part of the Futurelearn Course

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My teaching philosophy is based around the Social Constructivism approach to teaching