Teaching Observation
PDF version of this page including checklist
Current School policy on Teaching Observation was agreed at School Committee on 27 Nov 2002. References to "Teaching Committee" were changed to "Quality Assurance & Enhancement Committee" on 30 Oct 2008.
Each taught module should be observed every other year by the Module Reviewer. Modules will be observed only in even calendar years. Thus Semester 1 modules will be observed in the academic years 2002/03, 2004/05, 2006/07, etc. and Semester 2 modules in the academic years 2003/04, 2005/06, 2007/08, etc.
The observation process can be divided into four phases.
- Reflection. The lecturer to be observed should reflect on their teaching generally, and on specific issues that may arise in connection with the module concerned or the mode of delivery. The points below may be helpful.
- Observation. The lecturer to be observed meets with the observer to confirm details of the session and that Phase 1 has been carried out. The lecturer also indicates to the observer any concerns they may have about where particular feedback is required from the observer. During the observation, the observer may find the points below helpful. After the observation the observed and observer meet to review what took place and to agree the report to be made in Phase 3.
- Using the Teaching Observation Report Form the observer and the observed provide a brief report and some specific details. They also agree whether any issues are to be recorded for the attention of the School Quality Assurance & Enhancement Committee (QAEC), and with what intention. When completed, the form should be returned to Julie Heathcote in the School Office (as QA Secretary).
- If required, QAEC (usually via the Chair) interacts with the lecturer observed to determine what, if any, action needs to be taken, etc. The Head of Quality Assurance & Enhancement can be asked to spread good practice where this has been noted.
Both observers and lecturers (when reflecting on their teaching) may find the following list of points to consider helpful. It is not intended that the list should be used slavishly -- some points may not be appropriate in certain settings. Only the final Teaching Observation Report Form should be returned.
[The points were derived closely from documents produced by the Academic Office and the Staff Development Unit.]
Teaching Observation -- Points to Consider
Planning and Preparation
Did the lecturer/tutor:
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Identify key learning objectives in terms of both knowledge and skills? |
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Place the session in context within the broader framework, e.g. of the module, or the degree programme? |
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Plan for student participation, structuring the session accordingly? |
Additional question for small group work:
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Plan themes for discussion and tasks to be undertaken? |
Additional questions for labs/practicals:
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Set/design work at the appropriate level? |
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Cross-refer to the theory delivered in the lecture programme? |
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Identify the role of teaching assistants and brief them accordingly? |
Start of the Session
Did the lecturer/tutor:
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Secure the attention of the students? |
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Introduce the session in an interesting way? |
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Make the aims of the session clear to the students? |
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Make the intended learning outcomes of the session clear to the students? |
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Link the subject to previous learning? |
Additional questions for small group work:
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Introduce tasks appropriately, issuing a clear brief to students? |
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Define/clarify the topic for discussion? |
Additional question for labs/practicals:
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Make the role of the teaching assistants/demonstrators clear to the students? |
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Introduce and explain tasks clearly |
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Demonstrate relevant techniques? |
Explanation of the Subject
Did the lecturer/tutor:
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Adopt a logical and structured approach? |
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Move clearly from stage to stage? |
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Emphasise important/key points? |
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Use relevant examples to make the explanations clear? |
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Provide alternative explanations of difficult points? |
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Take advantage of unexpected learning opportunities that arose? |
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Make good use of visual material (such material being legible and clear) to support teaching? |
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Use learning resources, e.g. handouts, other study material, to support teaching? |
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Make reference to additional reading material? |
Additional point for small group work:
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Explain in-session tasks clearly? |
Presentation of the Session
Did the lecturer/tutor:
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Show enthusiasm for the topic? |
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Engage positively with the students and show respect for individual learners? |
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Control the pace of delivery? |
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Control the timing? |
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Speak clearly, relevantly and when appropriate concisely? |
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Make eye contact with the students? |
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Maintain student interest? |
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Vary activity to promote student learning? |
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Maintain an appropriate level of class control and discipline? |
Student Participation
Did the lecturer/tutor:
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Achieve the level of student participation planned for? |
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Ask questions to clarify understanding? |
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Use questions to involve students? |
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Handle students' questions and responses appropriately? |
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Keep students involved? |
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Monitor student progress during the session? |
Additional questions for small group work:
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Invite and reinforce participation by non-contributing students? |
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Handle dominant students appropriately? |
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Draw together contributions of various group members? |
Additional questions for labs/practicals:
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Encourage all students to participate fully? |
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Encourage students to share ideas? |
Finishing the Session
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Reiterate and summarise key points, summarising discussion if appropriate? |
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Give clear guidance on follow up work? |
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Identify links with the following session? |
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Ensure the session ended positively and clearly? |
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