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Peer Feedback from 5002PY Module Leader - Dan Waldeck

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Peer Feedback from 5002PY Module Leader - Dan Waldeck

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Evaluating Practice Reflections - Week 8

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Evaluating Practice Reflections - Week 8

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Given I have such an external frame of reference, I rely heavily on feedback/evaluation from others. I also have a really strong driver of integrity, I want to do the best job I can and I want to be seen by my line manager, peers and students as such. This is why evaluation is so important to my and why I seek different sources regularly.

This semester, I have sought out feedback from my formal observation, 3 rounds of Start, Stop, Continue feedback, MEQ feedback, I have requested Core Clear Review feedback from module peers and also had ad hoc conversations with peers and students when the opportunity arose.

This plethora of feedback has really helped shape my progress into my 2nd semester of teaching in HE. A number of approaches I have brought from my previous Learning & Development role have served me well in HE and the feedback I have received has corroborated this e.g. learning and using student's names, explaining complex concepts in easy to understand ways and actually showing how much I care about students.

In terms of changes I have made in response to the various sources of feedback, I have increased my skills in hybrid learning using Engageli during an on campus class, and I have taken more risks with the content and delivered it in ways other than originally intended to build and maintain engagement. Subsequent feedback, corroborates some of the risks I have taken and I will continue to adopt an iterative approach to experience, reflection, action.

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Reflections on Evaluating Practice - Week 7

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Reflections on Evaluating Practice - Week 7

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The aspect of this week's content that has stuck me the most is Hounsell's (2008) three sources of evaluative feedback on my teaching practice.

I regularly tap into feedback from peers, my line manager and other colleagues. This feedback is both formal through our performance systems, but also add hoc, in the moment feedback too. I also have been regularly seeking feedback from my students, again formerly through MEQs, informally through using Start, Stop, Continue feedback gathering, and more ad hoc during informal conversations. What I have noticed however, is that I do not take enough time for self reflection, and most of my reflection involves a third party.

I recognise that because I have a very strong external frame of reference, I do have a preference for understanding my impact and quality of my teaching from others. Even when I do engage in self reflection, it is often in the presence of my supervisor/line manager. Whilst I don't always require their input, the simple act of thinking out loud is very useful for me and I seem to pay more attention to myself when I say things out loud. This is something I have known about myself for a while, and it works for me, but perhaps there are more alternative ways that I can engage in self reflection, particularly when that third party is not available?

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Examples of Self Reflection (from Week 7 content)

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Examples of Self Reflection (from Week 7 content)

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I have noted in my reflections for this week's content, that self reflection is the one source (of 3) evaluation of teaching methods I don't tap into as much, and can do more of.

However, some methods I have used are:

Talking things through with a peer or my line manager. I'm not necessarily looking for any input from the other person, but verbalising my thoughts out loud and having them heard by another person I find very useful. I use a similar approach for my PhD research with my supervisor, and also my private coaching work with my coaching supervisor. With minimal or no input, I am able to come to my own conclusions.

I have also started using Rolfe's reflective cycle recently (since learning about it in September). The method of evaluating experiences through the lens of 'what, so what and what next?' is something I have found very useful to compartmentalise my thoughts regarding positive and negative situations. This allows me to pay attention to what has happened in the past, then analyse the significance of it and determine what the learning is from this experience. I am then able to consider what my next steps are based on this learning and how I will approach similar situations next time.

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This Start, Stop, Continue feedback was collected from a group of L4 students who I teach a 2hr workshop each week on quantitative research methods (statistics).

This module is very stats based and the complexity builds in each session, meaning it can be a little dry. I was keen to gather feedback from this group due to the nature of the module content, and it has taken some time to build a good rapport with them.

The START feedback, was focussed on some great ideas the students had about returning to previous content that the group may have found tricky previously. This is already something I do as each week builds on the previous, but this feedback has prompted me to be more overt about what I'm doing.

The STOP feedback regarded the pace of sessions being a little too fast for some and also not calling on people by name to answer questions. This is an interesting point, as I know how daunted students can be by stats, so I don't wish to put people on the spot to answer questions for the fear of getting it wrong in front of the peers (even though students are rarely wrong). I do however use this technique when I see students on their phones, to bring them back into the room and back to engaging in the content.

The CONTINUE feedback was lovely to read and there were many complimentary comments about my style, my passion for the subject, my ability to break complex subjects into manageable, relatable chunks and also using the students names, which students really appreciate. The two comments that really stick out from this feedback were 1) a student has swapped workshop groups to come to my workshop as she enjoys my workshops more than another lecturer, and 2) one student mentioned how they felt I cared about the students and their progress, whereas they didn't feel this was always the case in their other seminars, lectures and workshops. Whilst I do not wish to compare myself to other members of faculty, I was great to have my style and approach corroborate by students and the fact that I do care comes through.

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Reflections on Student Engagement - Week 6

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Reflections on Student Engagement - Week 6

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Regarding this week's content, the learning that has piqued my interest the most is how to increase student engagement with feedback. I have thought about how my current summative feedback is received and I actually have no means of understanding how well my feedback is received or implemented as there is no real mechanism for that, when I have different students from semester to semester.

On reflection, I feel the feedback I offer to students based on their assignments is thorough and I give a good balance of positive feedback and developmental feedback and make it specific to key aspects of their assignments. However, what I have come to in my reflections, is, in my desire for thorough feedback (the way I would want it), am I writing it in such a way that it's easy to engage with, or is the sheer volume of feedback actually creating a barrier to engagement, the complete opposite of what I am trying to achieve?

Moving into this semester's marking period, I now have it front of mind to ensure that whatever feedback I provide, I'm meeting the students need e.g. making it engaging, rather than just my own needs e.g. making it thorough. Perhaps, previously I have taken it for granted that these two needs are one of the same, but perhaps they are not. I am also thinking about what mechanism might be in place to evaluate my feedback, other than internal moderation, as this is from another academic's point of view and not the student's.

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I am a big advocate of group work and like to use it often both in and out of academia. I enjoy using the principle of 2,4,8, where discussions happen in pairs, then pairs of pairs, then pairs of fours and then back to the wider group, with each step building the context and volume of perceptions individuals can be surrounded by.

However, I think group work can be dependent on the personalities present in the group and individual's willingness to engage with their peers. Some individuals, may be reluctant to engage with others in a group due to language barriers, or perhaps they do not have a desire to share their lack of understanding or knowledge. This is an example I am dealing with currently. Other examples of where group work can be difficult to engage with is where there are dominating personalities present that hog the air time. I like to use 'thinking rounds' to overcome this problem, by structuring and facilitating people's input, by giving everyone exactly 1 minute to share their thoughts.

Another challenge that group work can present is when the work is assessed either summatively or formatively. Some people will not wish to rely on other people for their grades, whilst others may over rely on others for the grades.

Whilst group work does present a number of potential challenges to be overcome, I believe through paying close attention, gathering feedback on progress made and being aware of these potential roadbumps, group work and social learning more broadly a fantastic learning tool.

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MEQ Verbatim Comments for 40007PY - Student Feedback of my Teaching

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MEQ Verbatim Comments for 40007PY - Student Feedback of my Teaching

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I am particularly pleased with his feedback as I was initially just shadowing this module, as my first since joining the team.

Throughout the module I supported students where required, and after the mid semester break, I started teaching both workshops and lectures.

This feedback corroborates my noted strength in simplifying complex concepts (statistics) to make it easy to access and understand, and also the rapport I had built with the students in a relatively small space of time.

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Peer Feedback Regarding My Role in 4007PY Module.

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Peer Feedback Regarding My Role in 4007PY Module.

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Thanks for all the effort on 4007PY over the summer. Your contribution to teaching and delivery within the module was vital to the success, as supported by the 87.50% satisfaction rate that we achieved in the MEQ. Students were very receptive with teaching style and your ability to simplify complicated statistical matters into digestible information. Thanks for being flexible within your approach and availability to the module. AL

om has been an absolute delight to work with over the 4007PY module, and has provided invaluable support for the smooth operation of the module. He has always provided whatever kind of support that was required of him; standing in to deliver both lectures and workshops when needed and being present to take questions from students and deliver additional context or experiential knowledge. Tom has consistently been a supportive, knowledgeable, positive presence throughout the module, and I dearly look forward to working with him again in future. JB

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Module Assessment Brief & Example of Summative Feedback for UKPSF Document A3.

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Module Assessment Brief & Example of Summative Feedback for UKPSF Document A3.

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What you did well

Your abstract introduces the subject well and places it in the literature. You have given a good account of your method, sample, key results and tied it together with a brief conclusion.

Your introduction presents the subject of study well and gives definitions and uses of processing fluency. You have mentioned the key theory for this area and you have also given your research aims and hypothesis/predictions towards the end.

Your methods section gives a very good account of your sample, design, variables, materials, procedure and you have given some consideration to your ethics.

You have provided an excellent results section which provides a comprehensive account of your descriptive statistics, assumption checking and inferential statistics, well done.

Your discussion provides a recap of key results, links back to the theory of this study, a limitation of the study and a short conclusion or take home message.

Your structured abstract provides concise and clear detail on aims and background, method, key results and conclusion.

Actions for the future

Your abstract could be enhanced with a sentence at the end that talks about the significance of your results e.g. why are your results interesting?

Your introduction could be strengthened with more critical evaluation of the theory or previous studies in this area, which in turn will provide your rationale for your study.

Your methods section could be enhanced with a more detailed account of your ethical considerations e.g. use of a Participant Information sheet, debrief and data security, although this is inferred, you could be more explicit here.

As you mentioned histograms in your results section, you could include them to visualise your data, but not essential.

Your discussion is a little brief and could be enhanced with more discussion of the strengths and limitations of your own study and also some ideas for how your findings could be applied in the real world, e.g. what's the significance of your research?

General feedback

You have provided a reference list and have adhered to APA style broadly throughout your report.

Please ensure all statements and claims are supported with an appropriate citation as there are a few examples of missing citations.

Please use more white space between your paragraphs so the reader can digest the information more easily.

Feedforward

This was a missed opportunity to request some specific feedback following your previous assignments.

Overall a very good report, well done.

Marker TW

Moderated: AL

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This week's content has really provoked thoughts about what license I have to change things up in my role in academia. In my previous roles in learning & development I have had a lot more freedom to deliver things the way I wanted to as I create all the content and build use of physical space into the design. Whereas in academia, because I have been given content and it is geared towards lecture/seminar rooms, I need to almost reverse engineer the content to fit to different ideas I have.

I am a big fan of using horseshoes for discussions and need to establish how I can utilise this method into my seminars. I believe this use of physical space is great a creating equality and rapport, as everyone can see everyone else. This is obviously not always logistically possible, but certainly something I can use more when the group size and room layout allow.

Much of this week's content, particularly about designing learning to have a narrative, social learning and activities, it very corroborating of my existing approach to learning design. I used golden threads to weave everything together, and I like to present a 'roadmap' for my learners, so that they know at all points in the learning journey, where they are, how they have got here and where they are going.

The biggest challenge for me as I head further into my career, is how I bring my previous experience, knowledge and skills to content that I have not created myself, or how I can influence changes in the design.

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This Start Stop Continue feedback was elicited from my 1st seminar group of students who I teach on 5000PY Developing as a Psychologist.

This group is large and I do not feel I have built as good a rapport with them as I would like and I have not been able to learn their names, due to the size of the group. I feel this group of students are less engaged with the topic than another group with the same seminar, and I find myself having to work quite hard to build the engagement and interaction. It's worth noting not all students completed my feedback request as it was voluntary.

The START feedback offered some useful insight into how I could drive further engagement through the use of polls, quizzes and other interactive elements. Some modules I deliver have more license to do this and the content lends itself more to these kind of methods, whereas it's not so obvious how I would implement this in this session, but it is something I am willing to investigate, especially if students feel it would add value to the session.

The STOP feedback, whilst nice to not have anything, could have been more helpful, but if this is a genuine reflection of how students feel then it's great.

The CONTINUE feedback was great to read and corroborates the things I am doing to build engagement in terms of building rapport, being friendly, being supportive and answering questions, explaining in more detail where required and my knowledge of the subjects I am covering.

I did think this group's feedback would be different from Group 1 given the size of class, lower engagement levels and feeling of less rapport, but it actually mirrors Group 1's feedback well.

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This week's content has been thought provoking, challenging and corroborating. It had certainly sparked some new ideas that I can incorporate in my teaching, but at the same time it has highlighted some areas where I feel restricted by lesson plans, session timings and volume of content to cover.

This week's content has corroborated my preference for 'content-light' sessions where there is more time and scope to explore the subject in different ways, which gives me license to do things differently, enabling me to take a more student centred approach. This is in contrast to teacher centred content, which I feel dominates some of my modules that I teach on. However, having said that, sometimes this approach is useful, particularly when introducing students to complex IT systems, where a rigid structure is appropriate.

The active learning concepts are particularly interesting to me, and I can see where I have already incorporated each of the four elements in my work, albeit outside of HE in the realms of leadership development. I have used Lego Serious Play, and flipped learning before for problem solving purposes, and in an attempt to put learners in the driving seat of the sessions. My challenge is to understand where the elements of active learning may fit within my HE teaching, where I often have less control over content.

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This feedback was collected from a group that I see for 3 hours a week in a 2hr workshop and then a seminar straight after, covering 2 very different subjects. I feel that I have built a very good rapport with these students, based on a foundation of getting to know everyone's names really quickly. The feedback from this group corroborates the rapport we have built.

I'm really pleased that the STOP column is very light and actually refer to jocular items like I should talk more about my beard, talk more about my collections and 'be less cool'. These types of comments do however show that I have built a relationship with this group where they want to know more about me and who I am as a person.

The START column, contains a couple of comments about pacing of activities in classes based on differing abilities and this is a fair point. Whilst I'd like everyone to move through the content at the same pace, this is not the reality, so I will focus on providing more content for those that are ahead, this is valuable feedback.

Finally, I am incredibly pleased with the CONTINUE column as it is full of great corroborating comments about my style, my skills, my knowledge, my approach and shows that students really engage with the session through my influence. This is hugely encouraging that my skills that I have developed through my Leadership Development career, have transferred well into teaching in HE.

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Management Led Observation of My teaching. 27.09.2023

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Management Led Observation of My teaching. 27.09.2023

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Constructive Alignment Reflections - Week 3

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Constructive Alignment Reflections - Week 3

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Constructive Alignment is a simple premise and in theory makes perfect sense, in that is would seem unwise not to adopt it. I believe that we embrace the concept at CU, however I feel that sometimes we have to work hard at making certain aspects of it obvious. This hard work could suggest we're not as constructively aligned as we could be.

For example, 2 of my current modules, from a faculty point of view are totally aligned with the curriculum and what we wish to arm our learners with throughout their years with us e.g. an understanding of different careers as a psychologist and how to prepare for said careers.  However from a student's point of view, we often end up fielding questions about the purpose or relevance of these modules.

If these modules were truly constructively aligned, students would understand exactly why we cover this content, even though there is no psychological content included. With one module in particular however, I find myself repeating every week why we are here and what the purpose of this module is. Hearing about times the module has been run in previous years, the student numbers tend to dwindle over the 12 weeks, due to students electing to focus on other things. This is surely a sign that something about this module does not work. Thankfully, this has been recognised and the course has been redesigned for future student cohorts.

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1) Demonstrate a critical understanding of the skills, knowledge and approaches different psychological disciplines use in their daily activities and how to develop them.

2) Evaluate the skills Health, Counselling, Educational and Forensic psychologists need to perform their daily activities.

I have written 2 LOs for the same module, but I have created the first as if it were aimed at students on a L7 version of the course, the 2nd LO as if it were aimed as if the course were a L4 course.

The key difference in the two LOs is the nature of the verb used. Whilst the knowledge taught is similar, what I want students to be able to do is different.

At L7, students should be able to use their critical evaluation/analysis skills to provide a deep and detailed account of the skills psychologists use, where there may be overlap whereas and how as a psychologist of the future, how they will go about developing the skills they need to move into those disciplines.

However, at L4, the aim is that students have an understanding of the skills set and could talk about the differences, almost in a pros and cons manner. Also key is the omission of asking them to think about how to develop the skills they have mentioned. This extra level may be added in a L5/L6 module when students are closer to graduating and giving serious thought to their future careers.

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Diversity & Inclusive Learning Reflections - Week 1 & 2

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Diversity & Inclusive Learning Reflections - Week 1 & 2

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Throughout the module content for Challenge 1, the thing that has piqued my interest the most is that awareness is key when it comes to Diversity & Inclusion in learning.

Whether it's awareness of my own biases, awareness of how I view diversity, awareness of hidden diversity, awareness of how inclusive my teaching is and how I leverage diversity, continuing to develop my awareness will hugely benefit my teaching in HE.

The videos, vlogs, articles and official policy documents have helped cement my knowledge of how Diversity can and should be viewed and has allowed me to critically evaluate my position within this. There are certainly some learns and actions I can take aware from this Challenge, but also some solace to be taken from what I already do well and my own levels of self awareness on this topic.

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Reflection & Visual representation of My Students Week 2

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Reflection & Visual representation of My Students Week 2

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This is my mind map for this activity. Although each semester I teach broadly the same sort of students, I based this mindmap purely on what I have gleaned from 4 hours of teaching last week.

The bubbles represent points of diversity in my students e.g. age groups, home & international students, but also less overt points of diversity like personalities in the room, comms and learning styles and preferences, levels of engagement and their wants, needs, demands & desires.

These points of diversity within my different cohorts represent the factors I need to consider in my teaching e.g. am I being clear when I speak, considering my pitch, tone, volume and speed for non native English speakers? Am I pitching my explanations of various concepts at a level which everyone can engage with, or am I making assumptions about levels of knowledge? Am I using the diversity of experience in the room to full advantage, by bringing students into the conversation fully, rather than relying on content and my own expertise?

These are all regular considerations I need to make, and are by no means an exhaustive list, but things I must factor into my teaching to deliver the best experience for all learners.