30 45 60 60 45 45 15 Welcome and introductions What is an Institutional Led Review? In this first session we will provide you with a background to Institutional Led Review, including where it sits within the Quality Enhancement Framework, as well as the details of how it is run here at the University of XXX. Interpreting Review documents You will be examining what type of documentation a review uses and how best to approach them in this session. You will then put those skills into practice. Skills required to be an effective reviewer This session will cover how to effectively communicate: question, listen and give feedback. Practice Review Panel meeting You will get the chance to put the skills learned in the previous session into practice during this session. Practice Review meeting with School staff This session will allow you to put all you have learned during the day into practice.
Given the amount and complexity of the documentation you will receive in preparation for the Review, you will need to develop efficient ways to analyse and interpret this documentation. You will need to be able to: deal with the amount of it; understand the main trends/patterns coming out of the documentation; and pick up on what is not dealt with in the documentation. Sometimes what isn’t mentioned is as important as what is and to recognise any gaps you’ll need to have a good understanding of the documents. Types of documentation Group brainstorm. Presentation. Before showing the “Types of Document” slide ask: Do you have any thoughts about what kind of material you might receive? What would you want to see? Take a note of the answers on flip chart. Types of documentation you might receive include: Outline programme – outline of each of the sessions. List of panel membership – useful to find out who is on the review and where they are from as there will always be external members. 10min
information and encouraging communication. Questioning question. Presentation. Before showing the “Questioning” slide ask what they think are the key reasons for asking questions. 2min Questioning skills Aim Helps the students to understand the distinction between open and closed questions and practice their questioning skills. Objectives To understand the difference between open and closed questions. Presentation. group exercise. Full group discussion. You will need: Two pictures. Several blank pieces of paper. What is the difference between open and closed questions? Closed questions should invariably get a yes/no or facts as answers. For example, “Are you thirsty?” Open questions elicit longer answers. They usually begin with what, why, how. An open question asks the respondent for their knowledge, opinion or feelings. "Tell me" and "describe" can also be used in the same way as open questions. For example, “What happened at the meeting?” “Tell me what happened next.” “Describe the circumstances in more detail.” Closed questions are good for: Testing your understanding, or the other person's. "So, if I get this qualification, I will get a job?" Concluding a discussion or making a decision: "Now we know the facts, are we all agreed this is the right course of action?" Frame setting: "Are you happy with your education?" 5min