ࡱ>  9+bjbjr$r$ d|No_No_#7~ ~ $444P\4Ox("333$O&O&O&O&O&O&O$RT`JO33^333JO}_O6663|$O63$O66KMΆim4DLOuO0O\L83U53U0M,M3UM<33633333JOJO6333O33333U333333333~ X : PGCertHE Observation of Teaching and Learning The purpose of observation for the PGCertHE is to contribute to authenticating course participants teaching practice as part of their assessment and recognition as Fellows of the Higher Education Academy. This requires them to meet the UKPSF Dimensions of Practice at Descriptor 2:  HYPERLINK "https://www.advance-he.ac.uk/knowledge-hub/uk-professional-standards-framework-ukpsf" https://www.advance-he.ac.uk/knowledge-hub/uk-professional-standards-framework-ukpsf This form asks for feedback on observees successful engagement with the Dimensions of Practice at the appropriate level, which will help to support participants in meeting the conditions for Fellowship. Not all questions will be relevant but each section of the forms needs to be completed. Part 1: Pre-Observation Meeting Date: . Observer: Observee: The pre-observation discussion should cover the following: The specific learning objectives for this session (e.g. knowledge and understanding, key (transferable) skills, cognitive skills and subject specific, including practical/professional skills) The teaching approach to be adopted, anticipated student activities, approximate time plan for the session The context of the teaching (physical/online environment, timetable, the status and history of the student group, any particular constraints or opportunities) How the Teaching session to be observed provides opportunities to observe the UKPSF Dimensions of Practice. How the observation is to be conducted (start and finish time, any focus to the observation, where you will sit, any specific ways in which data will be collected) The time and place of the observation and feedback The content and its place within the curriculum of the unit and the programme of study Any potential difficulties or areas of concern The way in which the students will be informed and incorporated into the observation Any particular aspects that the tutor wishes to have observed Any particular concerns that either the observer or the observed might have about undertaking the observation Please continue on a separate sheet if requiredObservation of Teaching and Learning Part 2: Observation Notes Date: . Observer: Observee: The Session being observed Subject Course Unit / Module Title of Topic Length of Session Observation Time Type of activity (e.g. lecture, seminar, tutorial) Level/Year Mode (FT/PT) Number of students at session  UKPSF The sections below identify key Dimensions of the UKPSF linked to each area of observation. These are indicative only effective observation should link explicitly to the UKPSF Dimensions of Practice in their breadth, as included as an Appendix to this form. Summative comments Please try to identify strengths and areas for development relating to each area. Planning and introduction (UKPSF Core Knowledge 1: Subject material) Did the tutor relate the session to previous sessions /set it in the overall context of the unit/module? Were the objectives of the session made clear to the class? Were the anticipated learning outcomes for the session identified?  Organisation (UKPSF Core Knowledge 2: Teaching Methods, and 4. Learning Technologies) Did the class begin on time? Did the pace and delivery seem appropriate for the students present? Were the teaching methods/approach taken suitable for achieving the learning outcomes? Was there variety of activity? Were audio-visual resources and learning technologies used? Were they used clearly and effectively? Did the students get handouts? Were they well-produced? Was the physical or online environment for the activities? Did there appear to be any Health & Safety issues?  Content (UKPSF Core Knowledge 1: Subject material) Where you feel qualified to make comment, did the content seem accurate, up-to-date and inclusive? Were the explanations clear to the students? Were the examples and analogies appropriate and inclusive? Were any aspects, in your view, dealt with too briefly/with too much elaboration? Was the session pitched at the appropriate level for the students present? Were the key points emphasised/summarised in conclusion?  Interaction with students (UKPSF Core Knowledge3: How students learn) Were students invited to participate? Did there appear to be any barriers to learning for any groups of students? Did the tutor show a commitment to inclusivity (e.g. HYPERLINK "https://www.sussexstudent.com/campaigns/decolonize-education/"decolonised curricula, awareness of global and social inequalities in content and delivery) Did participation enable the tutor to check the students understanding of the material/approach? How did the tutor deal with student responses? Did the tutor appear confident in delivery? Did s/he convey enthusiasm? Was s/he clear and audible? Were the students attentive/bored? Did they seem to engage with the session?  Other examples of UKPSF Core Knowledge (Evaluation, Quality Assurance and Quality Enhancement)  Summary Summarise the main points that you wish to feed back to the tutor, and feedback in areas requested by the tutor. Identify key strengths and highlight areas which need attention. Please make a clear distinction between recommendations for ongoing professional development, and issues that need to be addressed as a matter of urgency.  Observation of Teaching and Learning Part 3: Post-Observation Evaluation Meeting Date: . Observer: Observee: Good feedback will: Allow the tutor to describe the class and say how they felt the lesson went before the observer makes any further comment. The tutor might reflect on whether the observation process had affected the session in any way, for example, in his/her behaviour or that of the students. Positively state what the observer considers the tutor to have done with skill, insight, competence, etc. The observer will provide evidence or instances of any claims made. Identify what did not appear to be so successful, or any areas in which some difficulties were observed. Again it is important that specific instances are cited as evidence for any comment about what did not go so well. Rather provide the opportunity to discuss the issues raised. Not apportion blame, but provide adequate opportunity to discuss any matters of concern to the tutor about the lesson or about the observation process. Provide an opportunity to identify constructive solutions to any agreed difficulties, including sources of professional development and support. Focus on particular issues rather than allow generalised description or evaluation. Link explicitly to the UKPSF Dimensions of Practice. Please make a clear distinction between recommendations for ongoing professional development, and issues that need to be addressed as a matter of urgency. Strengths to build on:  Agreed areas for possible future development:  Observation of Teaching and Learning Date: . Part 4: Tutors reflections on the process of the observation and feedback received. If submitted as part of PGCert, this section should be at least 200 words. Please continue on an additional sheet if necessary Dimensions of the UKPSF Areas of ActivityA1 A2 A3 A4 A5Design and plan learning activities and/or programmes of study Teach and/or support learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices  Core KnowledgeProfessional ValuesK1 K2 K3 K4 K5 K6The subject material Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme How students learn, both generally and within their subject/ disciplinary area(s) The use and value of appropriate learning technologies Methods for evaluating the effectiveness of teaching The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching V1 V2 V3 V4Respect individual learners and diverse learning communities Promote participation in higher education and equality of opportunity for learners Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development Acknowledge the wider context in which higher education operates recognising the implications for professional practice  UKPSF 2011      PAGE  PAGE 6  ./=J K    ( ) * K L ^ _ пqcREEEEEEhhbOJQJ^J hh$ CJOJQJ^JaJhWCJOJQJ^JaJ hhWCJOJQJ^JaJhOCJOJQJ^JaJ h%*CJOJQJ^JaJ#hh]>*CJOJQJ^JaJ&hh$ 5CJOJQJ\^JaJ hh]CJOJQJ^JaJ hh$ CJOJQJ^JaJhOCJOJQJ^JaJ/HIJ}~M%&'yyyyyym $$Ifa$gd$ $ & Fda$gd$ $$@&a$gd$ $a$gd$ ckd$$Ifl(##064 layt$ '()*+,-./uv*rrr$ & Fda$gd$ $$@&a$gd$ $a$gd$ ^kd$$Ifl(##064 layt$ $$Ifa$gd$ ijk{*Y{wxyz{|}~{طpp&hh$ 5CJOJQJ\^JaJ hh]CJOJQJ^JaJ hh$ CJOJQJ^JaJ hhOCJOJQJ^JaJhOCJOJQJ^JaJ$hOhO0JCJOJQJ^JaJ#jhOCJOJQJU^JaJ)jhOCJOJQJU^JaJ**Ywxx$a$gd$ ckd$$Ifl(##064 layt$ $$Ifa$gd$ $ & Fda$gd$ wxyz{|}~ $$@&a$gd$ $a$gd$ ^kd$$Ifl(##064 layt$ $$Ifa$gd$ -.@Akl} $7$8$H$a$gd$ $a$gdb$a$gd$ $a$gd]^kd$$Ifl(##064 layt$ -.@Akl{{p { {!!!"{""#;#<#{############$$$%$&$'$($)$M$N$O$±shhb5OJQJ\^Jhh:oOJQJ^Jhh:o5OJQJ\^J hh$ CJOJQJ^JaJ hh$ OJQJ^JnH tH &hh$ 5OJQJ\^JnH tH hhbOJQJ^Jhh$ OJQJ^Jhh$ 5OJQJ\^J-p !!""#;#<######## $$Ifa$gd$ $a$gd$ $ & Fd7$8$H$a$gd$ m$####$$$%$&$'$ $$Ifa$gd$ $a$gd$ ^kd$$Ifl(##064 layt$ '$($N$O$a$b$c$%%%%% % % %}}}}}} $$Ifa$gd$ $a$gd$ $a$gd]$a$gdb^kd$$Ifl(##064 layt$ O$a$b$c$i$k${$$$$%%%%%% % % % % %%%%%%%%%%%%%%%%%%% %!%"%#%$%%%&%'%(%)%*%^%_%`%a%b%y%z%ֿ֡hh1 5OJQJ\^Jhh$ 5OJQJ\^JhChO6OJQJ^JhOOJQJ^Jhh]OJQJ^Jhh$ OJQJ^Jhhb5OJQJ\^JhhbOJQJ^J8 % % %%%%%%%%%%%%%%%%%%% %!%"%#%$%%%&%'% $$Ifa$gd$ '%(%)%*%^%_%`%a%y%z%|%%%u$$7$8$H$Ifa$gd$ $a$gd$ ekd$$Ifl "w"064 layt$ $$Ifa$gd$ z%{%|%%%%%%%%%%%%%%%%%%%%%&&-&.&h&{&&& '1'2'3'4'5'6'E'F'G'['\'_'`'c'd'e'f'g'h'i'l'm'n'o'r's't'u'x'y'z'{'}'''''' ( (%(^(_({((((((( hh$ CJOJQJ^JaJ$hh$ CJOJPJQJ^JaJjh1UmHnHuQ%%%%%%%%]Q@@@@@$$7$8$H$Ifa$gd$ $$Ifa$gd$ kd$$Ifl4tF #`X `) t06    44 lapyt$ %%%%%%%%%%%&&-&.&h&&& '1'2'3' $$Ifa$gd$ $h$7$8$H$If^ha$gd$ $$7$8$H$Ifa$gd$ 3'4'5'6'E'E==,$$7$8$H$Ifa$gd$ $a$gd$ kd$$Ifl4\ / # X CV ) t0644 lap(yt$ E'G'['\'_'`'c'd'@kd $$Ifl4F#`$ t06    44 lapyt$ $$7$8$H$Ifa$gd$ $$Ifa$gd$ d'e'f'g'h'i'l'm'n'o'r's't'u'x'y'z'}'''''' ( (%(^(_($$7$8$H$Ifa$gd$ _(((((((()2)V)W)X)Y)\)])^)a)b)c)d)g)h)i)j)k)l) $$Ifa$gd$ $$7$8$H$Ifa$gd$ (()2)V)W)X)Y)\)])^)a)b)c)d)g)h)i)j)k)l)o){))))))**B*]*v*w*{********+++++++++ +˺h1jh1U#h$ hA5CJOJQJ^JaJ1h$ h$ B*CJOJQJ^JaJmH ph# sH  h$ h$ CJOJQJ^JaJ hh$ CJOJQJ^JaJ hh$ CJOJQJ^JaJ$hh$ CJOJPJQJ^JaJ3l)o))))))**B*]*v*w****$$7$8$H$Ifa$gd$ ****-%%$a$gd$ kd $$Ifl4r#  t0644 lap2yt$ *++++++ + + + +++++ +!+"+-+.+/+5+6+&`#$  !Pgd1 $a$gd:odgdx9$T7$8$H$^T`a$gd$  + + + + ++++++++++ +!+"+#+)+*+++,+-+.+/+5+6+7+8+9+ӹxtb#h$ hA5CJOJQJ^JaJh1 hO0JmHnHuh$ h$ 0Jjh$ 0JUhBh:o2h1 B*OJPJQJ^JaJmHnHph# tH u2h:oB*OJPJQJ^JaJmHnHph# tH uAj* h:oh1B*OJPJQJU^JaJmHnHph# tH ujh1Uh16+7+8+9+dgdx90&P 1h. 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