Students are actively engaged in learning Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Students’ prior knowledge and experience is built upon Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Teaching caters for student diversity Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Students are encouraged to develop/expand their conceptual understanding Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Students are made aware of key learning outcomes Your examples and comments No apparent examples Some examples Many examples Extensive examples Actively uses links between research or industry and teaching Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Uses educational resources and techniques appropriately Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Presents material logically Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Seeks feedback on students’ understanding and acts on this accordingly Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Other areas relevant to institutional priorities Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not Effective Very effective Exceptionally effective Advisory notes on the Dimensions of Teaching (Not to be submitted with the Observation of Teaching Report) The range of teaching strategies listed below serves as a guide. While the dimensions are fixed, you may add your own points to expand on any of the dimensions to document your observation of the class. Dimension 1: Students are actively engaged in learning
developing this structure in a coherent manner, ensuring students are constantly aware of the development of the session providing time for reviewing at key stages, including closure establishing closure, aiming at helping students draw together and understand major issues and identify individual learning needs and short-comings. Dimension 9: Seeks feedback on students’ understanding and acts on this accordingly Indicative teaching strategies for demonstrating this dimension may include: seeking feedback progressively during the session e.g. through constant observation of interest level and engagement and by using specific questions to test understanding modifying the presentation to accommodate feedback messages seeking feedback towards the conclusion of the session to assist student to determine individual work to be consolidated. Dimension 10: Other areas relevant to institutional priorities An additional dimension may be composed that is specifically relevant to the peer observation, and which is not covered by the existing nine dimensions. If this option is chosen, the applicant must prepare a single sentence statement that specifies the aspect of teaching to be observed. This statement must be provided and explained to peer reviewers at the pre-observation meeting.