POSTGRADUATE AWARD
TEACHING AND LEARNING IN HIGHER
EDUCATION
Improve
Teach
Plan
Learn
Reflect
Analyse
HANDBOOK FOR PARTICIPANTS
2015-2016
TABLE OF CONTENTS
TABLE OF CONTENTS
2
COURSE TEAM
3
KEY WEBSITES
3
COURSE OVERVIEW
Entry Requirements
Aims of the Programme
Learning Outcomes
Assessment
HEA Recognition
Teaching Lens
3
3
3
4
4
5
5
PROGRAMME ACTIVITIES AND SUPPORT
Workshops: Indicative Content
Your Departmental Mentor
5
5
7
BUILDING YOUR PORTFOLIO
Portfolio Development Plan
Portfolio Tasks
Guidance on Portfolio Tasks
7
7
8
8
ASSESSMENT
Presentation of Assessed Work
raising issues on the course
Holding of assessed work
feedback, External examination and appeals
10
10
11
11
12
RESOURCES
Indicative Reading
Online Resources
12
12
13
APPENDICES
Appendix 1 Dimensions of the HEA Framework
Appendix 2 HEA Descriptor 1 – Associate Fellowship of the Higher Education Academy
Appendix 3 Mapping of the course against the dimensions of the HEA Framework
Appendix 4 Teaching lens on the Vitae Researcher Development Framework and the
UK Professional Standards Framework (UKPSF)
Appendix 5 Portfolio Development Plan
Appendix 6 Observation form
Appendix 7 Teaching Observation Reflections
APPENDIX 8: aSSESSMENT CRITERIA
APPENDIX 9: PROGRESS TRACKING PAGE
14
14
15
16
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COURSE TEAM
Sara Hattersley/Jess Humphreys
Course Lead/Tutor
Tel: 75761
Sarah Packwood
Course Secretary
Tel: 24698
Find out more about the LDC team here http://www2.warwick.ac.uk/services/ldc/teaching_learning/meettheteam
All email enquiries should be addressed to [email protected]
KEY WEBSITES
Course website - http://www2.warwick.ac.uk/services/ldc/teaching_learning/pgr
Participants’ area - http://www2.warwick.ac.uk/services/ldc/teaching_learning/pgr/pga-he/
Course Moodle - http://moodle.warwick.ac.uk/course/view.php?id=12700
COURSE OVERVIEW
The course provides formal accreditation for your teaching and learning activities in Higher Education and
is worth 30 M-level credits.
The programme is accredited by the Higher Education Academy (HEA); following successful completion of
the course, participants will become an Associate Fellow of the HEA.
The course should be completed within twelve months.
ENTRY REQUIREMENTS
Completion of the ‘Introduction to Teaching and Learning in Higher Education’ or ‘Preparing to Teaching in
Higher Education’ (or equivalent) is a prerequisite for enrolment. You need to complete a reflective
account following attendance at these workshops.
To be eligible to take part on the course you must have a minimum of 10 hours teaching experience at
Warwick over the duration of the course. By teaching we mean, working with students and supporting
their learning; this may include lab demonstrating, lectures, seminars or tutorial work, running problem
classes and supervision of projects.
AIMS OF THE PROGRAMME
This programme aims to meet the needs of postgraduates with teaching responsibilities. This course is
aligned to descriptor 1 of the UK Professional Standards Framework and subsequently upon completion
you be awarded with the Associate Fellowship status of the Higher Education Academy.
Further information about the UKPSF and descriptor 1 can be found here https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf and
in appendix 1 and 2.
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The main aims of the programme are to equip you with:
1. A broad conceptual and practical understanding of the nature of learning in Higher Education,
based on relevant educational theory.
2. Skills and competencies in the planning, delivery and evaluation of teaching and learning activities.
3. Open and positive attitudes towards continuing professional development.
4. An understanding of how educational and disciplinary literature can inform your academic and
professional development.
LEARNING OUTCOMES
By the end of the programme you should be able to:
1. Plan and deliver teaching sessions informed by relevant principles of teaching and learning. (A1)
2. Demonstrate how your academic and teaching practice can be informed by relevant educational and
disciplinary research. (A2)
3. Demonstrate appropriate application of principles of inclusive education. (A2)
4. Exercise initiative, professional responsibility and informed judgement in response to the range of
situations encountered in your academic and professional role. (A1 and A2)
5. Evaluate your practice in response to your own reflections and analysis, feedback from students and
colleagues, and relevant educational and disciplinary research. (A1, A2 and A5)
6. Review, plan and undertake actions relating to the continuing development of your own teaching and
learning practice. (A5)
Throughout the programme you will be expected to demonstrate clear and effective written and oral
communication skills.
*The learning outcomes address the following areas of activity as outlined in the UKPSF including A1, A2
and A5. Participants will be introduced to A3 and A4. Further details about these areas of activity including
definitions can be found in Appendix 1.
ASSESSMENT
Assessment is in the form of a portfolio of evidence to demonstrate how you have fulfilled the
requirements listed above. Key elements of the portfolio are teaching observations, feedback activities,
session planning and reflections on your developing understanding of teaching and learning. For full
details, see page 7.
The portfolio of evidence is to be presented using MyPortfolio, the University’s e-portfolio system. A
template e-portfolio is provided and guidance on how to use it is available on the course Moodle.
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After the first workshop you will be asked to complete a portfolio development plan identifying when you
will complete the required teaching and learning activities. At the end of the twelve-month programme
you should submit your completed portfolio.
HEA RECOGNITION
The programme content is mapped against the Higher Education Academy’s (HEA) UK Professional
Standards Framework (PSF) for teaching and supporting learning in Higher Education. By the end of the
programme you will have engaged with three areas of activity and been introduced to the remaining two
areas, 4 areas of core knowledge and 3 areas of professional values.

The dimensions of the Professional Standards Framework are included in Appendix 1

The mapping of the programme against the framework is shown in Appendix 3

The full framework and descriptors are available from the HEA website
http://www.heacademy.ac.uk/ukpsf
Following successful completion of the programme you will gain automatic recognition as an Associate
Fellow of the HEA (AFHEA).
TEACHING LENS
The programme covers many areas that are discussed in the ‘Teaching Lens on the Vitae Researcher
Development Framework as well as the UKPSF. Further details about the ‘Teaching Lens’ can be found in
appendix 4.
PROGRAMME ACTIVITIES AND SUPPORT
The programme involves two 5 hour workshops, two shorter workshops (2 hours duration), an online
workshop and an optional portfolio consultancy. All the workshops are compulsory.
Dates for the programme activities can be found on the PGA website.
http://www2.warwick.ac.uk/services/ldc/teaching_learning/pgr/pga-he/2015-16/dates/
WORKSHOPS: INDICATIVE CONTENT
The programme involves 4 core workshops (2 x 5hrs, 2 x 2 hours) and three free choice workshops (1.5-2
hours). These workshops are supported with online resources available in Moodle. There is also the
opportunity to book a portfolio consultancy with a member of the team by emailing [email protected].
Enhancing skills in small group teaching (5 hours)
(A1, A2, K1, K2, K3, V1, V2, V3)




Enhancing skills for small group teaching
Small group teaching innovative approaches
Teaching philosophy statement
Introduction to MyPortfolio
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Large group teaching, assessment and research-based learning (5 hours)
(A1, A2, A3, K1, K2, K3, V1, V3, V4)




Large group teaching
Bringing your research into your teaching
Assessment and feedback
Feedback From Students
Reflecting on your teaching and reflective writing (2 hours)
(A1, A2, A5, K1, K6, V1, V2)


Becoming a reflective practitioner
Reflective writing
Inclusive Teaching
(A1, A2, K1, K2, K3, K4, V1, V2)
This is an independent online activity followed by a face-to-face group discussion (2 hours).
Free Choice Workshops
You are required to attend three free choice workshops. The free choice workshops have been introduced
to allow you to tailor the programme to meet your needs and interests. We offer a range of free choice
workshops – a full list can be found in the participants’ area on our website http://www2.warwick.ac.uk/services/ldc/teaching_learning/pgr/pga-he/2015-16/workshops15-16/
If you wish to opt for a substitution select ‘Other’ on the online booking form and include a letter of
attendance in your final portfolio.
Indicative free choice workshops:
 Engaging your students in critical thinking
 Teaching for creativity
 Introduction to e-learning
 Motivating students beyond the classroom
 Classroom Technologies
 Teaching spaces and learning design
You may also choose to substitute TWO of the free choice workshops with a relevant activity or event such
as presenting at a Café Academique or at the Research Postgraduate Poster Showcase, attending a
Windows on Teaching session, Teaching and Learning showcase, forum or with one of the following
workshops offered by the Research Student Skills Programme.
Please note that you will have to book onto any RSSP workshops or other teaching and learning
activities separately.
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YOUR DEPARTMENTAL MENTOR
Your departmental mentor will provide disciplinary-focused guidance and support.
Who should be my departmental mentor?
Your mentor should be someone you feel comfortable with and who you feel able to talk to openly about
your teaching. Your mentor will be required to support you through this programme. You will need to ask
them if they would be willing to be your mentor and check that they have the time required to provide
you with the necessary support and guidance. If you have any concerns regarding mentorship, please
contact [email protected].
What does my departmental mentor do?
In general mentors are expected to:
 Have relevant experience of teaching which is compatible with your subject area.
 Provide support, advice and encouragement for the development of your teaching practice
maintaining your confidentiality and trust.
Departmental mentors normally provide specific support by:
 Provide on-going informal feedback as you develop your Teaching Philosophy Statement.
 Observing your teaching and completing the observation form to provide formative feedback.
 Provide regular guidance (we suggest meeting once a term), advice and support within a disciplinefocused, departmental context.
 Second marking your portfolio (at your request for your portfolio otherwise it will be second
marked by a member of the course team).
BUILDING YOUR PORTFOLIO
PORTFOLIO DEVELOPMENT PLAN
A portfolio development plan should be completed after the first workshop and posted on your eportfolio. In this plan you will identify when and how you plan to complete the portfolio tasks. An outline
of this plan can be found in Appendix 5.
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PORTFOLIO TASKS
Your portfolio will include:

A teaching philosophy statement (the format is flexible so can include notes, mindmap etc.) – 500
words
 Two teaching observations with reflective comments – 700 words each
 Evidence of giving feedback to students and collecting feedback from students, with reflective
comments – 700 words
 A session plan with reflective comments – 700 words
 A reflective account addressing two areas of activity from the UKPSF – 1400 words
Please note that all of these tasks should be completed while you are enrolled on the programme.
GUIDANCE ON PORTFOLIO TASKS
It is important that throughout the portfolio you engage with the relevant educational literature to
support your discussions and arguments.
Teaching Philosophy Statement
A Teaching Philosophy Statement is a short (500 words) reflective statement of your beliefs about
teaching, your educational goals, and preferred educational practices/approach(es). It should include
reasons for your teaching approaches and critical self-reflection. Your Teaching Philosophy should inform
all of the subsequent materials in your portfolio.
Guidance on producing your teaching philosophy statement will be given in the first workshop. Your
mentor should offer feedback on your Teaching Philosophy Statement drafts and a revised statement or
notes must be included in your e-portfolio. It is important to remember that the development of a
teaching philosophy is an iterative process and you will be asked to revisit this over the duration of the
course.
1. Teaching Observations (700 words x2)
You will need to be observed teaching by your departmental mentor or an experienced colleague .You
also need to observe an experienced colleague teaching. In your e-portfolio, you should include:

Completed forms for both observations – signed by observer and observee (see appendix 6). These
will then be uploaded to your e-portfolio.
 Hand-outs/support materials used in the sessions observed (also scanned and uploaded, where
possible).
 Short reflective summary (around 700 words) on each teaching observation experience (See
appendix 7 for key questions to help formulate your reflections).
It is important that you engage with the literature to support your discussions.
2. Feedback to and from Students (700 words)
You need to demonstrate that you have engaged in the feedback process whilst on the programme.

Feedback to students on their performance
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You may have marked students’ work, or you may have given feedback on presentations, laboratory work
or seminar contributions. You could also have given verbal feedback in your teaching sessions. You’ll need
to provide evidence of the feedback you have given.
Your reflections on feedback given by you should:



Set the context for the feedback (in terms of the student group, module, etc.).
Explain how it was provided (written comments, checklist, verbal, etc.).
Explain why you made the decisions you did (the wording/phrasing of the feedback, marks
awarded, etc.).
 Outline any areas where you feel you could improve your feedback to students and consider how
you could make these improvements.
It is important that you engage with the literature to support your reflections.

Feedback from students about your performance
You need to show how you have gathered feedback on your teaching from your students. You may have
collected this feedback in a number of ways such as via a standard module questionnaire; a feedback
questionnaire you have designed yourself; a feedback exercise; focus group; discussions with students, etc.
Your reflections on feedback received from students should:

Set the feedback in context in terms of who the students were, how the feedback was collected and
why you chose to use that approach.
 Summarise the feedback provided.
 Critically discuss how you might develop or change your practice as a result.
Overall, your reflective summary should demonstrate that you are able to effectively evaluate your own
performance and plan your further development.
It is important that you use the literature to support your discussions.
Reflections on both examples of feedback should total 700 words.
3. Session Plan
You need to include a session plan that you have produced for one of your teaching sessions, and write a
short (around 700 words) reflective commentary about it. This summary should:


Describe how you planned and prepared for the session, and explain the decisions you made,
regarding learning outcomes, resources, timing, activities and student engagement.
Offer a review of your plan having delivered the session. Were the planned learning outcomes met?
How did the plan work in practice – what were the successes and/or were there any issues? What
might you change if you were to run a similar session in the future? Would you make any changes
to the planning process and how could you do this?
Choose a session where you think you are able to demonstrate the most variety and skill in planning and
delivery, to demonstrate your knowledge and understanding.
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You should include a copy of your session plan (uploaded to your e-portfolio) in whatever format you
would usually write it for your subject discipline. Your mentor should be able to advise you about session
planning but there is also guidance available on the course Moodle.
It is important that you use the literature to support your discussions.
4. A reflective account addressing two areas of activity
This is a personal account and its focus throughout should be on your own professional practice and
decision making. You should address two areas of activity (700 words per activity) and should draw
together reflections and experiences from your teaching and learning practice over the duration of this
course, in relation to the available literature.
This section should reflect upon the process of continuing professional development and draw upon
evidence to address the two areas of activity. (See appendix 1 for these areas of activity). They should also
refer to the core knowledge and professional values.
Further information about the type of information to include in your account can be found in the AFHEA
guidance notes p.4-8. https://www.heacademy.ac.uk/professional-recognition/hea-fellowships/becomeassociate-fellow-hea
It is essential that you underpin your discussions illustrating that you have read around the issues and
developed an understanding of educational theory relevant to your practice. Any citations will be in
addition to the overall word count.
ASSESSMENT
The PGA assessment results in a ‘Distinction’, ‘Merit’, ‘Pass’ or ‘Refer’.
Deadlines for submission portfolios can be found on the PGA website
http://www2.warwick.ac.uk/services/ldc/teaching_learning/pgr/pga-he/2015-16/
If you wish to submit a draft portfolio beforehand please contact the PGA team – [email protected]
Assessment of the programme operates in accordance with the University of Warwick’s Social Studies
assessment criteria. The assessment criteria can be found in Appendix 8.
PRESENTATION OF ASSESSED WORK
E-Portfolio
Students on the course should use an e-portfolio for their course work, records and reflections. A portfolio
template is provided in MyPortfolio and full instructions on how to use this are available on the course
Moodle. In addition, practical workshops on e-portfolio skills will be offered. At the course deadline,
students will be required to submit their e-portfolio through the course Moodle and instructions on how to
do this will be provided.
Format
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Work submitted should be written in standard English and word-processed. It is acceptable for teaching
materials and elements of session plans to be handwritten, but these should be clearly legible, and
scanned and uploaded to the e-portfolio.
Cover sheets
The first page of the e-portfolio contains a ‘cover sheet’, which is required to indicate that all of the
evidence is there. This should be signed, using an electronic signature, or else a word-processed/scanned
version of this should be uploaded to the page. A copy of the cover sheet is available in the course Moodle.
Anonymity
References to observations or other investigations should not identify students by name.
RAISING ISSUES ON THE COURSE
Please contact the PGA team if any of the following situations arise:

If, having enrolled on the programme, you find that you do not have enough teaching to complete
the portfolio tasks please contact the course team who will be able to talk you through the
available options.

If for any reason you take a break from your studies at the University please ensure that you inform
the course team as soon as possible.

If you have any concerns about meeting the submission dates please contact a member of the
course team to discuss your options. Any extension required should be negotiated before the set
date for submission.
HOLDING OF ASSESSED WORK
Participants must keep all assessed work until after the final Examination Board. We encourage you to keep hard
copies of all documentation wherever possible.
Normally, a copy of submitted portfolios is retained indefinitely by the Learning & Development Centre for the
purposes of assessment moderation and the monitoring of course development and impact. Your e-portfolio, built in
MyPortfolio, will be available to you after the close of the course, as long as you remain a member of staff or student
at the University of Warwick. It can also be exported into other formats, should you wish. However, you are advised
to retain a copy of all documents contained within the portfolio for your own records, if required.
Confidentiality is strictly maintained and no access to copies of assessed work is permitted to any persons without
your permission, other than those directly involved in assessment procedures and those undertaking course review
under quality assurance arrangements recognised by the University. If you do not want copies of your work retained
beyond the minimum period required by the University procedures, please inform the Course Secretary.
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FEEDBACK, EXTERNAL EXAMINATION AND APPEALS
The PGA in Teaching and Learning in Higher Education is subject to the normal arrangements and procedures for
external examination of postgraduate awards in the Faculty of Social Studies. Candidates must be available for
interview by an External Examiner if required.
Feedback and exam board
Wherever possible, the team will provide written feedback no later than one month after the Exam Board
following the submission date. Official feedback and formal confirmation of distinction/merit/pass/refer
can only be made after the meeting of the Board of Examiners has taken place. You will be informed when
you submit your portfolio when the next Exam Board is due to take place.
Holding of assessed work for development purposes
A copy of assessed work will be retained by the Learning and Development Centre for the purposes of
assessment moderation and the monitoring of course development and impact. Confidentiality is strictly
maintained and no access to copies of assessed work is permitted to any persons other than those directly
involved in assessment procedures and those undertaking course review under quality assurance
arrangements recognised by the University. However, we may ask your permission to use anonymised
samples of your work for future training sessions.
Appeal
In the event of a participant disagreeing with an assessment outcome, the following procedure will be
adopted:
i.
ii.
The participant will be required to submit a written statement of the grounds for complaint to the
Course Leader.
The statement, the submitted work, the assessor's decision and comments, assessment guidelines and
any other relevant information will be sent to an External Examiner, who will adjudicate.
RESOURCES
INDICATIVE READING
The following list offers a sample of the growing body of literature focused around academic and
professional practice in higher education. Below are some possible core textbooks with additional
resources being available on the course Moodle:
Exley, K. and Dennick, R. (2004) Small group teaching: Tutorials, seminars and beyond. London: Routledge
Fry, H., Letteridge, S. Marshall, S., eds (2014) A Handbook for Teaching and Learning in Higher Education:
Enhancing Academic Practice. 4th Edition. London: Kogan Page.
Harland, T. (2012) University Teaching - An introductory guide. Oxon: Routledge
Gibbs. G. & Habeshaw, T. (1992) Preparing to teach : An introduction to effective teaching in Higher
Education. 2nd Edition. Bristol: Technical and Educational Services.
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Huddleston, Prue and Unwin, Lorna (2013) Teaching and learning in further education: diversity and
change. London; New York: Routledge, 4th ed.
Huston, T.(2009) Teaching What You Don’t Know. London: Harvard University Press.
Light, G; Cox, R. and Calkins, S. (2014) Learning and Teaching in Higher Education - The Reflective
Professional. London: Sage
Morss, K. & Murray, R. (2005) Teaching at University: A Guide for Postgraduates and Researchers. London:
Sage.
Race, P. (2014) The Lecturer's Toolkit: A practical guide to assessment, learning and teaching. 4 th Edition.
London: Kogan Page.
Race, P. (2014) Making Learning Happen - A guide for post-compulsory education. London: Sage
Ramsden, P. (2003) Learning to Teach in Higher Education. London, Routeledge.
ONLINE RESOURCES
Electronic copies of the all the forms and this handbook are available on the Moodle site
http://moodle.warwick.ac.uk/course/view.php?id=12700
You are strongly recommended to refer to the Library resources for more examples of literature including
subject specific literature. Resources (including links to databases and further help) can be found on the
Library website - http://www2.warwick.ac.uk/services/library/subjects/social-sciences/education/
Higher Education Academy (HEA) http://www.heacademy.ac.uk/
SEDA (Staff Educational Development Association)
SEDA is the professional association for staff and educational developers in the UK, promoting innovation
and good practice in higher education. http://www.seda.ac.uk?index.htm
The Quality Assurance Agency (QAA)
The QAA aims to safeguard and help to improve the academic standards and quality of higher education in
the UK. http://www.qaa.ac.uk/default.asp
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APPENDICES
APPENDIX 1 DIMENSIONS OF THE HEA FRAMEWORK
Areas of Activity
A1
Design and plan learning activities
and/or programmes of study
A2
Teach and/or support learning
A3
Assess and give feedback to
learners
A4
Develop effective learning
environments and approaches to
student support and guidance
A5
Engage in continuing professional
development in subjects/disciplines
and their pedagogy, incorporating
research, scholarship and the
evaluation of professional practices
Core Knowledge
Professional Values
K1
The subject material
V1
K2
Appropriate methods for teaching
and learning in the subject area
and at the level of the academic
programme
Respect individual learners and
diverse learning communities
V2
Promote participation in higher
education and equality of
opportunity for learners
V3
Use evidence-informed approaches
and the outcomes from research,
scholarship and continuing
professional development
V4
Acknowledge the wider context in
which higher education operates
recognising the implications for
professional practice
K3
How students learn, both generally
and within their subject/disciplinary
area(s)
K4
The use and value of appropriate
learning technologies
K5
Methods for evaluating the
effectiveness of teaching
K6
The implications of quality
assurance and quality
enhancement for academic and
professional practice with a
particular focus on teaching
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APPENDIX 2 HEA DESCRIPTOR 1 – ASSOCIATE FELLOWSHIP OF THE HIGHER
EDUCATION ACADEMY
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APPENDIX 3 MAPPING OF THE COURSE AGAINST THE DIMENSIONS OF THE HEA FRAMEWORK
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By the end of the course participants will be able to align their practice to Descriptor 1 of the UKPSF.
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APPENDIX 4 TEACHING LENS ON THE VITAE RESEARCHER DEVELOPMENT FRAMEWORK AND THE UK
PROFESSIONAL STANDARDS FRAMEWORK (UKPSF)
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APPENDIX 5 PORTFOLIO DEVELOPMENT PLAN
The following plan covers all the assessment requirements for this module. The first requirement is to
submit a portfolio development plan to your mentor and to the module leader at the Learning and
Development Centre. Ultimately, this plan should be uploaded to or completed in your e-portfolio.
The deadline for submission of this document can be found on the PGA website. Email your plan to:
[email protected] or upload it directly to your e-portfolio.
Name……………………………………………….…
Department and contact details……………………………………………………………………...
..................................................................................................................................................
Mentor name and contact details………………………………………………………………..….
It is important that this person is experienced with a number of teaching approaches and has taught for
several years in higher education, and is based in your department (or related discipline) at Warwick
1. Observations
Observing an experienced colleague
I anticipate observing……………………………………….…….………on…………………..……
(Identify a teaching event you are able to observe – you will need to provide reflective comments on this
event – around 700 words)
Being observed by your mentor
I anticipate being observed by ……………………………....………….on…………………..……
(You will need to provide reflective comments on this event – around 700 words)
Note: There are forms for planning an observation and for carrying one out at the back of this guide. You
will find guidance notes on observations on the PGA website. If your department provides observation
forms, you may prefer to use those.
2. Feedback
I will collect student feedback on my teaching on (specify the module and session)
……………………………………………………………………………………………..……………
You will need to accompany this feedback with reflective comments (around 700 words). You will find
guidance notes on student evaluation on the PGA website.
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I will present feedback I have given to students on their work/performance on (specify the module and
session)
……………………………………………………………………………………………..……………
3. Session Plan
I will provide a session plan on (specify module and session)
……………………………………………………………………………………………..……………
You will need to accompany this plan with reflective comments (around 700 words)
4. Reflective Overview of your Academic and Professional Practice
This will draw together your reflections and experiences in relation to two areas, and be underpinned by
educational theory - around 1400 words. Guidance on writing reflectively will be provided in the
workshops.
6. Action plan for future development
Produce an action plan at the end to summarise areas for further development.
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APPENDIX 6 OBSERVATION FORM
Is this observation:
You being observed by your mentor? 
You observing an experienced colleague? 
Part 1 Pre Observation
To be completed by the observee
Observee’s name
Observee’s department
Observer’s name
Observer’s department
Mentor
Module Title
Peer
Date
Time
Session Title
Venue
Level
Nature of session
Lecture
Seminar
Year
Tutorial
Practical
Demonstration
Lab work
Other Please provide details
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Adviser
Learning outcomes
Please detail the learning outcomes for the session
What areas of your teaching would you find most useful to receive feedback on for this
session?
Part 2 Post observation
To be completed by the observee
What went well during the observation?
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Were there any issues/challenges? How did you manage them?
Part 3 Post observation
To be completed by the observer
Please provide feedback on the areas identified by the observee (see above)
Please comment on the following aspects of the session
Planning, organisation and structure.
Consider aspects such as; clarity of structure, context, links with previous sessions,
learning outcomes and how these were communicated to the students.
Delivery
Consider aspects such as; selection of appropriate methods and approaches, presentation,
engagement, pace, timing, use of language and the choice of learning resources.
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Content (if suitably qualified to comment)
Consider aspects such as; content pitched at correct level, currency, accuracy use of
examples.
Student engagement and interaction
Consider aspects such as; use of questioning, determining student comprehension,
management of student interactions/questions, rapport, consideration of student
diversity.
Overall style and ambience
Consider aspects such as; creating an appropriate learning environment, enthusiasm,
confidence.
Part 4 Identifying next steps for the postgraduate student
To be completed jointly by the observer and observee
Recommendations and agreed actions
Consider the ways in which you can build on the strengths of this session and learn from
any challenges that arose.
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Support
Is any additional support needed to address these recommendations? Where you will that
support come from? (Consider more experienced colleagues, peers and the educational
literature.)
Observee
Observer
Name
Name
Signature
Signature
Date
Date
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APPENDIX 7 TEACHING OBSERVATION REFLECTIONS
This document provides ideas about capturing your reflections on the teaching observations.
Teaching Observation Reflections
You should reflect on your teaching observations after you have undertaken the required observations (i.e.
1 x observation of an experienced member of your department and 1 x being observed)
What are the key learning points from the teaching observations? This could include:

How learning outcomes were planned and met or where they were not and why.

How far were students engaged in the session and what techniques were used to achieve this.

What activities were planned during the session and how did they relate to the learning outcomes?
Was there enough variety and/or could some activities have been delivered differently?

How was learning assessed during the session?

How prepared were students coming to the session and was there anything more than could have
been done to facilitate that?

Were teaching materials and resources used well? Were they accessible and in an appropriate
format?

What teaching approaches were used and how successful were they?

How do the observed sessions relate to the available literature on good practice in teaching and
learning?
What will you do as a result?

Are there any key messages that you will take away from the observation for consideration in your
future teaching?

Were there any ‘trigger incidents’ (moments of significance) that made you stop and think about
teaching and learning and your own practice.

Do you plan to make any changes based on what you observed?

Might you need to read more about a particular area to expand your own understanding and
enhance your practice?
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APPENDIX 8: ASSESSMENT CRITERIA
Comprehension
Analysis
Critique
Presentation
Distinction
Use of wide range of
relevant sources,
well understood and
fully appreciated.
Excellent answer to
question. Locates
suitable concepts and
makes comprehensive
assessment of issues
involved. Understands
the relevant theories
and applies them to
answering the
question.
Distinctive personal
perspective on the
problems in the
question. Ability to
set sources and
viewpoints in context
and evaluate
contributions.
Methodological
awareness and
theoretical
appreciation.
Well-structured and
planned. Clear,
articulate style (with
good spelling,
grammar and syntax).
Proper referencing
and bibliography.
Confident
presentation and
appropriate length
Merit
Good understanding
of main sources, well
summarised and
used in a relevant
way.
Competent answers
to the question
bringing out useful
points and
substantiating them.
Use of theoretical
models in a relevant
way to answer to the
question.
Presentation of
arguments and
intelligent comments
relevant to the
question.
Appreciation of main
issues and ability to
make appropriate
critical points.
Sensible commentary
on evidence and
materials used
Competent structure.
Clear presentation
(including good
spelling, grammar and
syntax). Proper
referencing and
bibliography. Control
of length
Pass
Understanding of the
literature and fair
range of source
material consulted.
Limited use and
understanding of
theoretical models.
Presentation of
arguments and
intelligent comment
relevant to the
question.
Sensible commentary
on evidence and
materials used.
Coherent
presentation.
Satisfactory spelling,
grammar and syntax.
Satisfactory
referencing and
bibliography
Refer
Some or limited
evidence of reading
and understanding.
Introduction of basic
concepts and effort
made to relate them
to the question.
Mainly descriptive
unsubstantiated
points.
Attempt made at
coherent
presentation.
Lack of analytical
approach.
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Lack of a clear critical
or appreciative
framework.
APPENDIX 9: PROGRESS TRACKING PAGE
Use this page to plan your attendance on the essential course components. Your final tracking sheet
should be maintained in your e-portfolio.
Workshop
ENHANCING SKILLS IN
SMALL GROUP TEACHING
REFLECTIVE WRITING
LECTURING. ASSESSMENT
and RESEARCH-BASED
LEARNING
TEACHING INCLUSIVELY
Online activities
TEACHING INCLUSIVELY
workshop
Free choice workshop 1:
Free choice workshop 2:
Free choice workshop 3:
Substitution:
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Date booked
Attended
Rescheduled