Conclusion


In this process, I aimed to get a sense of where my strengths and weaknesses lie in different types of teaching. I think that the three observations have given me some excellent areas to focus on, while the workshops I attended and the reading I did helped guide me in evaluating and in planning improvements in those areas.

Observing a peer reminded me of the importance of interactivity in lectures, and I have resolved to develop more, and more varied, ways to make lectures interactive. I improved one of my slides for the portfolio, and I aim to apply this to my other teaching resources as well.

I learned from my peer observation that I could allow students in my sessions to influence the learning outcomes more and to add to them informally; I plan to trial this, and the collaborative Prezi exercise I outlined, in the September 2017 (A18) run of Module ADP7101. After the module, I will ask tutors to give students a questionnaire in the sessions which asks about the module in general but also these specific aspects.

I learned from my mentor observation that I need to make sure I maintain focus in my classes; I am going to set this as a goal in my teaching this semester and reflect after each session on whether we kept focus or went off topic. I also learned that I could improve the resources I provide for students; I will enhance these and then ask students how relevant and useful they felt. I will also reflect on student participation in the session and ask a peer to observe my teaching with this as the focus. They will be able to tell me whether the improvements I outlined in the portfolio have led to increased student participation.

Overall I feel well-equipped to continue on the path of my professional development. The observation feedback has helped me target specific areas, and in a year's time I will be able to bring all my evaluations together and see how successful I have been. This further evaluation will then help me to decide where to focus my improvements to practice, continuing to work on some areas or selecting new aspects of my work to develop.

List of References

Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University: What the Student Does. Buckhingham: SRHE & Open University Press.

Bligh, D. (2000). What's the Use of Lectures? San Francisco: Jossey-Bass.

Bruff, Derek. (2010). In Class Collaborative Debate Mapping with Prezi Meeting. Blog Post. URL: http://derekbruff.org/?p=595 - Accessed 19 May 2016.

Chuah, Swee-Hoon (2010). 'Teaching East-Asian Students: Some Observations.' Economics Network Online Resource. URL: https://www.economicsnetwork.ac.uk/showcase/chuah_international Accessed 6th January 2017.

Cook, Maureen (2011). 'Dyslexia Guidelines for Staff: Advice and Guidance for Staff involved in Teaching, Learning and Support of Students with Dyslexia.' Keele University, Online Resource. URL: https://www.keele.ac.uk/media/keeleuniversity/studentsupport/disabilityservices/images/Dyslexia%20Guidelines%20for%20DLOsdocx.pdf Accessed 06th Jan 2017.

Li, X., & Jia, X. (2006). Why Don't You Speak Up?: East Asian Students' Participation Patterns in American and Chinese ESL Classrooms. Intercultural Communication Studies, 15(1), 192.

Meyers, Katy. (2012). Prezi: A Dynamic Presentation or Nauseating Experience? Blog Post at Gradhacker, August 28 2012. URL: https://www.insidehighered.com/blogs/gradhacker/prezi-dynamic-presentation-or-nauseating-experience. Accessed 19 May 2016.

Mihans, I. I., Richard, J., Long, D. T., & Felten, P. (2008). Power and expertise: Student-faculty collaboration in course design and the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 2(2), 16.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental process.

Wood, D. F. (2003). Problem based learning. BMJ : British Medical Journal, 326(7384), 328–330.