Peer review Oct 13 - camtasia version

Peer Review of Teaching
Dr Helen Barefoot
Deputy Head of the Learning
and Teaching Institute
[email protected]
Aim and Objectives of the
• to introduce the University system for peer review
Objectives: by the end of the session participants will
• be familiar with the University system
• be confident in carrying out the system and giving feedback in
a constructive and sensitive manner
• have a shared understanding of some of the issues involved
in reviewing a learning and teaching session
Purpose of peer review of teaching?
Personal improvement
Sharing practice
Learn from others
Build confidence
Reflect on our own teaching
See how others approach their teaching
Maintain standards
Trying things out and using feedback to
help evaluate the activity
• Good to be a student
• Reflecting on the learning process
Purpose of peer review
• Helping staff to evaluate and improve
the effectiveness of their own teaching
• To enhance the student learning
• To facilitate and value the learning
experience of discussing teaching
• Recognition of the importance of
sharing good practice
• School/University teaching review
• Management information on learning
QAA Institutional Review
How does the institution review and improve the quality of the student
learning experience?
• How does the institution review and seek to enhance the quality of the
student learning experience?
• How effective is teaching in relation to curriculum content and programme
• How effectively do staff draw upon their research, scholarship or
professional activity to inform their teaching?
• How good are the materials provided to support learning?
• Is there effective engagement with and participation by students?
• Is the quality of teaching maintained and enhanced through effective staff
development, peer review of teaching, integration of part-time and
visiting staff, effective team teaching and induction and mentoring of new
• How effectively is learning facilitated in terms of student workloads?
Is the quality of teaching maintained
and enhanced through effective staff
development, peer review of teaching,
integration of part-time and visiting
staff, effective team teaching and
induction and mentoring of new staff?
% Agree
Top 25%
NSS comments regarding teaching
Many lecturers are
passionate about their
subject area and are
keen to engage with
The use of
voting device in
Each session was
filled with a variety
of teaching styles
and methods to keep
me engaged.
Excellent teaching,
and the placements
helped build on
theory taught in class.
I think the
definitely helps
with the course; it
makes you want to
be there.
The tutor we have knows
what he is talking about
because he has worked in the
NSS comments regarding teaching
Very boring lectures and tutorials. While I only attend the
first few weeks of classes, most of them lack creativity and
involve lecturers reading or providing us the answers on
the slides.
Some of the
teaching staff
need to
Some teaching styles appear
rushed, with some lecturers
appearing to go into too
much detail surrounding
aspects not really relevant to
the course, and then have
insufficient time to complete
teaching of core aspects.
Some staff seem
less secure in
their subject
knowledge and
their ability to
teach effectively.
Lecturers are not very
enthusiastic about what
they're teaching.
Principles of the UH System
• Confidential - nothing
reported other than an
option to provide example(s)
of effective practice on PRF3
• Reviewer must not be the
line manager and must have
undertaken SD for peer
review of teaching
• Academic staff above 0.5fte
must be participate in
annual peer review
School Plans 2009-2011
• Adopting a theme - Schools previously
have been given the option to choose
to adopt a theme each year to focus
reviews (e.g. assessment and feedback)
• Scope of review – Schools have
previously used Peer Review to explore
an alternative to classroom activity
(e.g. StudyNet sites, podcasts, distance
learning materials etc)
• Reviewer background – Schools
previously have taken the opportunity
to collaborate and have inter-School
University theme 2013-14 - peer
observation of classroom based activity
• Peer observation of classroom
based (noting that classroom
extends to laboratories,
tutorials, workshops etc.)
• The allocation of observer and
observee roles should be made
by the Associate Dean (L&T)
The Forms
• Available from Peer Review
• PRF1 Side One: Information
about the session
• PRF1 Sides Two and Three:
comments by the reviewer
• PRF2 : Reflections by the
person being reviewed
• PRF3 : Feedback to School
1. Who is responsible for pairing the reviewer and reviewee?
Associate Dean L&T
2. Who is responsible for making the arrangements regarding the specific session?
Reviewee will contact the reviewer to arrange a convenient time
3. How long should the observed session be?
One hour
4. Who is responsible for completing RF1?
both the reviewee and the reviewer
5. When should the feedback session take place?
Ideally it shoud be immediately
6. How long should the feedback discussion be?
One hour
Things to do
Providing feedback – what is
• Plan where you are going to meet for the
feedback session
• First of all – ask them how they thought
that it went
• Start with the positives
• Provide constructive feedback
• Be specific
• Think how you can help their development
• Might use “2 stars and a wish”
• Take the opportunity to have a good
discussion about teaching and student
Benefits of peer review
I learned new ways to think about using
group work to promote student
The feedback provided
was informative and
positive and has
provided me with
opportunities in
improving my teaching
style. I believe that
this was a very positive
Some challenging
questions arose
from sharing how
we plan ,which
really made me
think about how I
support student
A very useful review
which was topical and
provided an opportunity
for discussion and critical
I didn’t really see how
I could learn from a
colleague in a
different discipline but
actually it was a great

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