Teaching & Learning       Observation ProgrammeTALO       A Guide for Tutors       Nelson Marlborough Institute of Technol...
Table of Contents                             TALOTable of Contents                                    1Introduction      ...
Introduction                                                                        TALOOverview                          ...
The Procedure for Lesson Observations                                           TALOApproachClassroom observation in the S...
The Process                    TALO                                  Page 4NMIT TALO A Guide for TutorsMay 2010
Key Observation Questions                                                                                                T...
Tutor Self Reflection Questions                                                        TALOCore FocusHow do I know learnin...
Lesson Grading                                                                                 TALOThe full TALO Guide con...
One to One Tutorials/Learning Conversations TALOSupporting Guidance for 1:1 TutorialsThe tutor: •    Creates a welcoming a...
Checklist of required information                                               TALOThe following documentation           ...
NMIT OBSERVATION INFORMATION FORM                                                                                         ...
NMIT OBSERVATION EVIDENCE FORM                                                                                            ...
LESSON OBSERVATION FOCUS - as applicable                                                    TALOPlanning                  ...
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NTLTC 2011 - NMIT Teaching & Learning Observation (TALO) Tutor Guide 2010

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NTLTC 2011 - NMIT Teaching & Learning Observation (TALO) Tutor Guide 2010

  1. 1. Teaching & Learning Observation ProgrammeTALO A Guide for Tutors Nelson Marlborough Institute of Technology May 2010
  2. 2. Table of Contents TALOTable of Contents 1Introduction 2The Procedure for Lesson Observations 3The Process 4Key Observation Questions 5Tutor Self Reflection Questions 6Lesson Grading 7One to One Tutorials/Learning Conversations 8Observation Information Form 9Observation Evidence Form 10Lesson Observation Focus – Checklist 11 Page 1NMIT TALO A Guide for TutorsMay 2010
  3. 3. Introduction TALOOverview Heads of School and Programme Area LeadersFor our learners, the most important indicator have also been trained and will carry outof quality is the standard of teaching and observations using the same process andlearning they receive. forms presented here.It is the key to any judgements we makeabout the effectiveness of our curriculum We also use external observers to conduct adelivery. number of lesson observations to help us validate the consistency of judgements madeThe Teaching and Learning (TALO) Programme by trained NMIT observers, Heads of Schoolis designed to ensure maximum effectiveness and Programme Area Leaders.of our curriculum delivery by encouraginggood practice within NMIT to be shared. The We would expect that all tutors will beTALO Programme should encourage observed each year by one of the traineddiscussion within Programme teams and observers as well as by the tutor’s Programmeacross NMIT on improving teaching and Area Leader or Head of School.learning. This brief guide is designed to:TALO reports will in future, therefore, form a • Outline the TALO process to show youstandard agenda item for Programme Team what to expectmeetings along with the sharing and • List the kinds of questions observers willdissemination of good practice across the be askingInstitute. • Describe the fundamentals of anThe continuous professional development of outstanding lessontutors to improve the quality and • List what you should have ready for theeffectiveness of teaching and learning is the observation - pages 8 + 9.highest priority for NMIT and is identified in • Show you what the observer’s evaluationthe Staff Development Plan. The TALO form looks like – pages 10 + 11.Programme is an important and integral partof NMIT’s Quality Assurance System. You will receive full feedback on the process of learning as noted by the observer, who willThis guide is designed to introduce you to comment on strengths before discussingour TALO Programme the aim of which is to areas for development.help develop good teaching practice. Westrongly recommend that you also read the You will also have the opportunity to respondfull guide which you can find on the intranet. to these observations and to agree an appropriate programme of continuing professional development. The lesson will usually be graded in the areas of teaching,Observers learning and attainment using a four-pointWe aim to maintain a team of around ten scale.observers all of whom have undertakentraining in lesson observation techniques. Page 2NMIT TALO A Guide for TutorsMay 2010
  4. 4. The Procedure for Lesson Observations TALOApproachClassroom observation in the Schools is theresponsibility of the Director of Curriculum The observer and tutor should try to conductand Planning (DCP) and Heads of School the feedback session as soon as possible after(HoS). the event and send the completed evaluation form to the HoS within two days of theAt the beginning of the academic year, the feedback taking place.Director of Curriculum and Planning andHeads of School will draw up an observation Reportsschedule, giving a balance that represents the A copy of the observation evaluation reportteaching profile of the Schools in terms of will be given to the tutor, to the appropriatesubject areas, qualifications and level of work. HoS and to the Head of Curriculum and Quality (HCQ).The schedule of observations will include thefull range of activity including teaching, The Head of Curriculum and Quality willtutorials and progress reviews, and where collate the results and prepare a statisticalappropriate, will include any work-based report for the Director of Curriculum andtraining and assessment. Planning. Only the Head of Curriculum and Quality, the Head of School, the appropriateObservations will include consideration of Programme Area Leader and the observedlearners’ work and this activity will inform tutor will have access to the completedjudgements on teaching and learning where evaluation form.appropriate. Wherever possible, observerswill discuss with learners their perspectives on The HoS will produce a summary report at theteaching and learning. These discussions end of each semester, and a final fullshould not interrupt the teaching session but academic year report at the end of semester 2should evolve naturally from the observation on the lesson observations conducted in eachprocess. School.Feedback This report will inform the on-going appraisalsObservers will provide the tutor with a in each School, the School / Programme Areasummary of identified areas of good practice Self-Assessment and Staff Development Plans.and areas for improvement. The Director of Curriculum and Planning willA grade on a four point scale will be discussed collate the School and HCQ reports into anand assigned for the activity based on NMIT report which will be presented to thejudgements for teaching, learning and, where Directorate and Academic Board.appropriate, attainment. The grades given areOutstanding, Good, Satisfactory or Individual tutors will be unidentifiable inInadequate. School and NMIT reports. Page 3NMIT TALO A Guide for TutorsMay 2010
  5. 5. The Process TALO Page 4NMIT TALO A Guide for TutorsMay 2010
  6. 6. Key Observation Questions TALO • Does the lesson/learning activity start on time? • How are latecomers managed?Introduction • Are aims and objectives for the session clearly specified? • Are expectations clear / offered / explored? • Are learners equipped and ready for learning? • Is the learning environment conducive to learning? • Is the interest of learners engaged? • Is there a recap and check on previous learning? • Is there a logical progression from previous learning? • Is there a clear introduction to new learning? • Is there a balance between tutor talk and learner activity? • Are different learning style preferences catered for? • Does the tutor demonstrate up-to-date knowledge? • Does the tutor energise / enthuse learners to learn? • Are open and directed questions used to check learning?Teaching • Is questioning used effectively? • Are all learners encouraged to participate / engage? • Does the tutor circulate and speak to all learners? • How effectively does the tutor motivate the learners? • Is there inclusive practice in regard to positive images of the Treaty of Waitangi? • Is there inclusive practice in regard to positive images of ethnicity, gender, and disability? • Is inappropriate language or behaviour challenged? • Is there a praise and reward environment? • Does assignment or task feedback embrace ways to improve? • Are all of the learners paying attention? • Is there a balance between independent and group working? • Do all learners make notes / participate as appropriate? • Do all learners have appropriate files to store handouts / notes?Learning • Is there evidence in learners’ files of independent study? • Do learners make a sufficient effort? • Is the learning environment ‘safe’? • Are the learning expectations clear? • Are there opportunities to practice and gain Literacy and Numeracy Skills? • Are there clear and obvious consolidation activities or tasks offered for encouraging independent learning? • Are any learning assistants clear about their role? • Is a suitable range of resources employed to support learning? • Are resources used competently and effectively? • Are resources well prepared prior to the lesson? • Are all handouts clear and up-to-date?Resources • Is the furniture in good order? • Are there window blinds to control sunlight? • Is there sufficient control of ventilation and/or heating? • Are any relevant health and safety considerations applied? • Are there curriculum displays in the classroom? • Is there any evidence of integration or use of E-learning? • Are worksheets or tasks differentiated with challenge for all? • Have individual learning needs been catered for? • Is there a controlled end to the lesson/learning activity? • Is there a recap and summary of learning?Summation • Are any extension tasks set to encourage independent learning? • Are any late or previously absent learners spoken with? • Are learning support services signposted if needed? Page 5 NMIT TALO A Guide for Tutors May 2010
  7. 7. Tutor Self Reflection Questions TALOCore FocusHow do I know learning has occurred? Purpose How did I map out the aims of the session to the learners?ContentHow did this lesson fit in the context of this course? Engagement To what extent were all the learners engaged?ActivityWhat worked well, what didn’t and why? Feed back How did I give the learners feedback on what they learned?ValueWhich learners got the most out of the session and who got the least? Page 6NMIT TALO A Guide for TutorsMay 2010
  8. 8. Lesson Grading TALOThe full TALO Guide contains the full criteria list for grading Outstanding, Good, Adequate andInadequate. Criteria for an Outstanding Grade listed below: • Detailed and comprehensive planning for learning. • Strong links between previous learning and preparation for future learning. • Purpose of session unmistakable. • Structure of session is logical and balanced. • Thoughtful mix of activities and content that is linked to intended outcomes.Planning • Imaginative use planned of learning and teaching resources. • Learning environment organised to fully engage all learners in the session. • Regular checks of learning planned at timely intervals. • Individual needs taken into account. • Health and safety issues identified and addressed fully. • Literacy and numeracy embedding opportunities are identified and planned for where appropriate. • Tutor demonstrates expertise in subject. • A range of approaches used to explain ideas and concepts. • Learners prepared well for their tasks. • A wide range of questioning techniques employed in the session.Teaching • Well chosen examples used to illustrate theories and practice. • Key learning points are reinforced. • Creative use is made of unanticipated opportunities to learn. • Learners’ questions are dealt with effectively and promptly. • Incorrect responses handled sensitively. • Demonstrations structured and sequenced well. • Progress and achievement rewarded throughout the session. • Learners maintain a productive pace throughout the session. • Learners fully understand what is expected of them. • Learners are clear about what they are doing and why. • Learners are allowed time to think, and encouraged to discover new ideas.Learning • All learners are challenged and supported. • Learners develop their cognitive abilities and practice their skills. • Opportunities to investigate new ways of working are encouraged, and learners are supported to learn from their mistakes. • Learners are prompted to extend and justify their responses to questions. • Learners work interdependently, sharing experiences and making decisions. • Tutors and learners have very high expectations. • Initial assessment is used to identify learning outcomes and activities. • Tasks are matched to individual levels of ability. • Learners fully understand the standards to be achieved.Assessment • Regular reviews of individual learning take place. • Clear feedback is given on performance. • Learners understand qualification, examination, and assessment requirements. • Learners have frequent opportunities to practice meeting standards. • Learners are clear about the standards they have reached and how to improve. • Work produced by learners is valued and displayed. • Outcomes of assessment are used effectively to plan learning programmes, activities, and support. Page 7NMIT TALO A Guide for TutorsMay 2010
  9. 9. One to One Tutorials/Learning Conversations TALOSupporting Guidance for 1:1 TutorialsThe tutor: • Creates a welcoming and positive climate. • Has a high expectation of the learner. • Listens to the learner reflecting on progress/self assessment. • Asks questions to broaden the learner disclosure. • Analyses performance to celebrate achievement. • Analyses performance to identify areas for improvement. • Analyses performance to identify areas of concern. • Invites learner to assess progress. • Invites learner to identify what still needs to be learned. • Explores next steps with the learner. • Explores solutions to problems with the learner. • Works with the learner to identify SMART targets. • Leaves the learner feeling positive.The Learner: • Understands the purpose of the tutorial and what she/he is expected to achieve. • Has prepared effectively for the tutorial. • Knows how well she/he is doing and what is required in order to improve. • Participates effectively in the tutorial. • Is able to reflect effectively on the progress of previous targets. • Is constructively involved in SMART (Simple, Measurable, Achievable, Relevant and Time Related), target setting. • Develops/is developing the skill of critical evaluation. • Achieves individual goals/targets previously set. • Is confident in what she/he is doing. • Understands the SMART targets (Specific, Measurable, Achievable, Relevant and Time related) that have been set. Page 8NMIT TALO A Guide for TutorsMay 2010
  10. 10. Checklist of required information TALOThe following documentation For a One to One Tutorial (Learningshould be available for observers: Conversation) the following should be made available• The most recent syllabus or specification• The scheme of work • The learner’s Individual Learning Plan (ILP),• Lesson plans - current + previous lessons or a similar record of previous 1:1 learning• Class list conversations• Mark sheets and record of assessment for • Assessment records for learner concerned learners • previously agreed / identified SMART• Learners’ work – a range to indicate levels targets, including achievements / of attainment within the class and successes to date and areas currently demonstrating written feedback to targeted for improvement learners, explaining the rationale for • record of any additional support the marks/grades and making suggestions for learner has previously or is currently improvement accessing, allowing for appropriate• Copy of Action Plan / Areas for confidentiality Improvement from last observation. • any diagnostic assessment results and progress evidence • any additional learning contract (s) thatWhere group tutorials are have been / are in place for this specificobserved, the following documents learner • any disability assessment results ifshould be available: applicable• Scheme of Work• Lesson Plan• Class Register• Individual learner notes / personal files• Records of additional support• Cumulative attainment marks for all aspects of the programme for all learners. Page 9NMIT TALO A Guide for TutorsMay 2010
  11. 11. NMIT OBSERVATION INFORMATION FORM TALOTo be given to the tutor a week prior to the observation date confirmed by the HoSThe process • The observer will contact you to make a time for an informal meeting / Phone conversation prior to the observation • Before or during the meeting the tutor will provide the information below – Sections 1. and 2 • At the meeting the observer will briefly talk with the tutor about the observation process, the time involved, where the tutor would like them to sit for the observation, and any other information that may need to be shared prior to the observation. • The tutor and the observer will organise a meeting time and date for the observation feedbackSection 1. General Information – Some will be completed in advance by the observerTutor ObserverRole - PASM, SASM, ASM, TA DatePermanent staff - Please indicate proportion Class locationPart time fixed term - Please indicate proportion Start time Finish timeOn probation Contractor No. learners No. learnersSchool enrolled attended Learner age 14 - 16 17 - 19Programme 20 - 25 26 + Learner ethnicity (please specify here)Course (please specify here)Course level (please specify here)Lesson type: (please specify here)Practical (please specify here)Tutorial Learner gender Female MaleLecture Learner enrolment Fulltime Part timeSeminar discussion Work based MixedIndividual activity learningSmall group work Support staffOther: Recommended position for observer to sit: 2. Additional information – The availability of this information may vary depending on time of year + type of class Checklist ChecklistCourse outline Lesson plan for this sessionAssessment plans Previous lesson plans for this courseContext: where the class is in the overall schedulefor the course. Sections will expand as requiredClass list and individual learner notes :attendance and lateness patterns,any learners identified as at risk of notcompleting, numbers already withdrawn andwhy, and group dynamicsLearners with particular needs or circumstanceswhich may impact on the learning identified. Thank you Page 10NMIT TALO A Guide for TutorsMay 2010
  12. 12. NMIT OBSERVATION EVIDENCE FORM TALOTutor ObserverRole - PASM, SASM, ASM, TA DatePermanent staff - Please indicate proportion Class locationPart time fixed term - Please indicate proportion Start time Finish timeOn probation Contractor No. learners No. learnersSchool enrolled attended Learner age 14 - 16 17 - 19Programme 20 - 25 26 + Learner ethnicity (please specify here)Course (please specify here)Course level (please specify here)Lesson type: (please specify here)Practical (please specify here)Tutorial Learner gender Female MaleLecture Learner Fulltime Part timeSeminar discussion enrolment Work based MixedIndividual activity learningSmall group work Support staffOther: Recommended position for observer to sit:Summary Evaluation Outstanding <> Good <> Satisfactory <> Inadequate Overall grade Planning Teaching Learning Assessment (Grade 1 = Outstanding; 2 = Good; 3 = Satisfactory; 4 = Inadequate)Good Practice:Agreed actions/areas for improvement:Tutor’s comments about the lesson, observation and feedback:Tutor’s signature: Observer’s signature:Date: Date: Page 11NMIT TALO A Guide for TutorsMay 2010
  13. 13. LESSON OBSERVATION FOCUS - as applicable TALOPlanning Observer’s notes• Detailed and comprehensive planning• Links between previous learning and future learning.• Clear purpose.• Structure of session logical and balanced.• Mix of activities and content linked to outcomes.• Imaginative use of learning and teaching resources.• Environment organised to fully engage all learners• Regular checks of learning planned for• Individual needs taken into account.• Health and safety issues identified and addressed fully.• Literacy and numeracy embedding opportunities.Teaching• Tutor demonstrates expertise in subject.• Range of approaches used to explain ideas /concepts• Learners prepared well for their tasks.• Wide range of questioning techniques employed• Well chosen examples used• Key learning points are reinforced.• Use of unanticipated opportunities to learn.• Learners’ questions dealt with effectively and promptly.• Incorrect responses handled sensitively.• Demonstrations structured and sequenced well.• Progress and achievement rewarded throughout the session.• Learners maintain a productive pace through session.Learning• Are all the learners paying attention?• Is there a balance between independent and group working?• Do all learners make notes / participate as appropriate?• Do all learners have appropriate files to store handouts and notes?• Is there evidence in learner’s files of independent study?• Do learners’ make a sufficient effort?• Are learners challenged and supported? Is the learning environment ‘safe’?• Are the learning expectations clear?• Are their opportunities to practice and gain literacy and numeracy skills?• Are there clear and obvious consolidation activities or tasks offered for encouraging independent learning?Assessment• Tutors and learners have very high expectations.• Initial assessment is used to identify learning outcomes and activities.• Tasks are matched to individual levels of ability.• Learners fully understand the standards to be achieved.• Regular reviews of individual learning take place.• Clear feedback is given on performance.• Learners understand qualification, examination, and assessment requirements.• Learners have frequent opportunities to practice meeting standards.• Learners are clear about the standards they have reached and how to improve.• Work produced by learners is valued and displayed.• Outcomes of assessment are used effectively to plan learning programmes, activities, and support. Page 12 NMIT TALO A Guide for Tutors May 2010

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