This document provides tips for conducting peer observations as part of the Teaching Essentials (TESS) Programme. It outlines what to do before, during, and after a peer observation. Before observing, arrange a time with a colleague, discuss aims and boundaries, and prepare. During, introduce yourself, take notes, and consider the student perspective. After, reflect using Gibbs' Reflective Cycle, discuss strengths and areas for improvement, and continue the reflective process of peer observations. The goal is to develop teaching practice through collegial support and feedback.
Ever wondered just how you can make better toilet paper? Better firewood? Better sandwich baggies? With just seven "rules," you'll learn how learners took these prosaic household items and transformed them into unique new products. The tools and techniques in this session will enable faculty and staff to start with simple ideas and build them into inventive and creative ideas--whether they're for new businesses, new products, new recipes, or new customer service initiatives. By attending this session, you'll experience the power of improv to generate these ideas, and see just how easy it is to "just say yes!" ... "and!"
Ever wondered just how you can make better toilet paper? Better firewood? Better sandwich baggies? With just seven "rules," you'll learn how learners took these prosaic household items and transformed them into unique new products. The tools and techniques in this session will enable faculty and staff to start with simple ideas and build them into inventive and creative ideas--whether they're for new businesses, new products, new recipes, or new customer service initiatives. By attending this session, you'll experience the power of improv to generate these ideas, and see just how easy it is to "just say yes!" ... "and!"
Sunway University 12th Annual ESAP Symposium (E) Workshop Pushed Change: Are ...Stephen j Hall
Dr George Jacobs. Pushed Change: Are Students and Teachers Ready?
The idea that ‘Change is the only constant’ has never been more true than in 2020, and the rest of the future threatens even an even faster pace of change. This workshop invites examination of major changes being pushed upon the education sector whether we welcome them or not and asks how key education stakeholders should and will react.
Three changes on which participants’ thoughts and experiences will be sought involve (a) the rise of distance education, (b) the worsening of climate weirding, and (c) ongoing threats to social cohesion. These changes present dire threats, as well as great opportunities, for education.
To briefly preview each of these three changes and their possible impacts on education:
(a) Can education reap the benefits of distance education in such areas as greater inclusion, easier access, and enhanced technology use while still delivering quality learning and rigorous assessment?
(b) Will the education sector be willing to generate the same level of effort we mounted to face down COVID-19 to respond to an even greater impending calamity, the climate crisis?
(c) Can education be a force for community and cooperation when so many people and organisations seem to be prioritising difference and division?
Sunway University 12th Annual ESAP Symposium (E) August 15 2020
How to establish and maintain a Commnunity if PracticeMija RABEMANANJARA
You will find lots of advice and pitfalls you don't want to face while trying to create and maintain your community of practice. This is all about organization and above all human relationships and how to keep the involvement that once existed.
Let me know your comments.
Sunway University 12th Annual ESAP Symposium (E) Workshop Pushed Change: Are ...Stephen j Hall
Dr George Jacobs. Pushed Change: Are Students and Teachers Ready?
The idea that ‘Change is the only constant’ has never been more true than in 2020, and the rest of the future threatens even an even faster pace of change. This workshop invites examination of major changes being pushed upon the education sector whether we welcome them or not and asks how key education stakeholders should and will react.
Three changes on which participants’ thoughts and experiences will be sought involve (a) the rise of distance education, (b) the worsening of climate weirding, and (c) ongoing threats to social cohesion. These changes present dire threats, as well as great opportunities, for education.
To briefly preview each of these three changes and their possible impacts on education:
(a) Can education reap the benefits of distance education in such areas as greater inclusion, easier access, and enhanced technology use while still delivering quality learning and rigorous assessment?
(b) Will the education sector be willing to generate the same level of effort we mounted to face down COVID-19 to respond to an even greater impending calamity, the climate crisis?
(c) Can education be a force for community and cooperation when so many people and organisations seem to be prioritising difference and division?
Sunway University 12th Annual ESAP Symposium (E) August 15 2020
How to establish and maintain a Commnunity if PracticeMija RABEMANANJARA
You will find lots of advice and pitfalls you don't want to face while trying to create and maintain your community of practice. This is all about organization and above all human relationships and how to keep the involvement that once existed.
Let me know your comments.
Peer observation in teacher developmentPeter Beech
This presentation begins with a consideration of the elements that teaching practice on an initial teacher training course is designed to promote, and proposes a series of observation tasks for peers on the training course. We study in detail two examples of peer observation notes, and compare the style of feedback to students by the trainee teacher with the peer feedback to the trainee. It is shown that feedback is often based upon preconceptions about the processes of teaching and learning that can usefully be challenged, and the identification of such preconceptions is linked to various styles of feedback to trainee teachers.
Having explored the distinction between initial training and further development, we posit a parallel distinction in the objectives of teaching practice in these two contexts. We examine the various roles of observation, and suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. Finally, we consider the value of peer observation as an element sustaining development in the wider context of classroom research.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
Exploring Experiential Learning Activities: Simulations, Role Play, and Real ...Franzi Ng
A 50 minute presentation by Ken Monroe, Franzi Ng and Kelly Warnock from Thompson Rivers University's Open Learning on how experiential learning (EL) can be used in an elearning context. A brief history of EL is provided as well as an experience of EL.
join our community space for research students who teach at the University of Salford and elsewhere https://plus.google.com/communities/105059361789473178322?partnerid=gplp0
Resources space at http://teachingessentialshe.wordpress.com/
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Peer Observation Tips
part of the Teaching Essentials (TESS) Programme
Academic Development
http://hub.salford.ac.uk/teachingessentialstess/
Twitter #tessonline
2. useful tips to get you started
with peer observations
• What happens before
•during and
•after a peer observation?
4. before
• Do some reading around peer observations and study relevant media-rich resources provided (see
TESS online)
• Find a colleague you would like to observe and arrange a suitable time (the observation should last
between 40-50 min) This might be a face-to-face or online session.
• We can learn a lot from colleagues in a different discipline. Think about this when deciding about
your peer observation
• Consider carrying out the peer observations in pairs, triads or chains (see next slides)
• Ask your colleague to provide some info about the session you are going to observe (feel free to use
the pre-observation form)
• Discuss the aims, outcomes and boundaries of the observation with your colleague(s) in advance
• Agree with your colleague what will happen after the observation, meeting afterwards will be of
great value
• Consider asking your colleague if you could take a video
• If you decide to be observed, try to relax and prepare as you would normally but also remember
that the peer observation might be useful to trial an intervention and get some feedback from your
colleague.
• If you have any questions or reservations, add your thoughts to TESS online and get support from
the TESS community.
5. Pairs: Peer partnerships are voluntary, reciprocal,
cross-disciplinary, collegial relationships that support
reflective teaching practice
6. are voluntary, (cross-)disciplinary triads
relationships among three
colleagues that support reflective
teaching practice. One is
observed by the other two.
Feedback provided individually
then discussed by all three.
7. chains
are voluntary cross-disciplinary, collegial
relationships that support reflective teaching
practice. A colleague is observing another
colleague who is then observing a third
colleague.
Such peer observations are not reciprocal.
9. during
• When you arrive in the classroom or online
session, ask your colleague to introduce you so
that the students know what is going on and they
will be able to focus on the session
• Sit somewhere were you can see what is
happening but don’t be in the way, move if
necessary
• Keep notes
• Think about how you would feel as a learner in
this session?
• What would it feel like teaching this class?
11. after
• Reflect on the observation experience: What do you like? What would you do
differently and why? How did it feel to be there? Use Gibbs Reflective Cycle (see
next slide). Does the reflect parcel work for you?
• If you recorded part of the session, it might be useful to watch it and also share
with your colleague.
• Consider uploading the clip to YouTube and share it with the TESS community.
• Arrange a meeting with your colleague and discuss the observation: It will be
important to highlight strengths and use socratic questioning to make your
colleague reflect on specific aspects of his practice you would like to make some
observations. Be sensitive and constructive! Remember these peer observations
are developmental.
• Consider! Would it be useful to record your conversation? But remember that
what you discuss with your colleague(s) should be kept confidential.
• Focus on what you learnt through this observation experience and share your
reflections on TESS online. Feel free to use a media-rich approach if this works for
you.
• Engage in an online conversation with other TESS participants. What do you
notice?
• Consider continuing peer observations after the completion of TESS. Invite a
colleague to visit your classroom.
• You are welcome to continue using TESS online after completion of the
programme.
12. Consider using the Reflective Cycle (Gibbs, 1988)
6. Action plan Turning
If it arose 1. Description
experience into
again, what What
would you happened? learning!
do?
5. Conclusion 2. Feelings
What else What were
could you you thinking
have done? and feeling?
4. Analysis 3. Evaluation
What sense What was
can you make good and bad
of the about the
situation? experience?
12
http://www.hcc.uce.ac.uk/dpl/nursing/Placement%2
0Support/Model%20of%20Reflection.htm
15. Remember, there are many benefits
when observing our peers teaching
• develop teaching practice
• enable collegial and supportive peer conversations
around teaching practices
• individual and shared reflective practice that enhances
teaching performance
• explore the potential of teaching portfolios
• the dissemination of innovative and good practice in
learning and teaching
• enhanced teaching quality
• can you think of any others? Share them at TESS online
16. Peer Observation Tips
part of the Teaching Essentials (TESS)
Programme, Academic Development
http://hub.salford.ac.uk/teachingessential
stess/
Twitter: #tessonline