What to Observe in POT

Taken from Fullerton (2003 p229)[1]

The features to be observed will vary according to the type of session and for the discipline concerned. For a typical lecture session, observers will note:

• the appropriateness and achievement of objectives/learning outcomes.
• communication of objectives to learners and links to prior knowledge.
• structure of the session, e.g. an introduction, organisation into sections and a summary.
• delivery – including pace, audibility, visibility.
• communication with students – including signposting, interaction, questioning and activities.
• the engagement of students in the learning process.

For most types of small group teaching activities, such as tutorials and seminars, an observer might note the:

• relationship of the session to the articulated objectives/learning outcomes.
• interaction of students with the tutor and each other.
• facilitation skills of the tutor, including engaging students, managing the group activity, questioning, listening, responding, prompting of critical and analytical thinking.
• involvement of all members of the group.
• encouragement of students.
• use of the teaching space.
• quality of formative feedback to students.
• provision for summing up and consolidating what has been learnt.
• ways in which students are helped to become aware of their own learning.

Prompt questions for the observer to use depending on the type of feedback requested by the observer (taken from Gosling, 2000[2]).

Introduction

• Were the objectives of the session made clear to the class?
• Were the anticipated learning outcomes for the session identified?
• Did the class begin on time?
• Was the structure of the session clear?

Planning and Organisation

• Did the tutor relate the session to previous sessions and set it in the overall context of the module?
• Did s/he set out the structure of the session at the start?
• Did the session appear to be well-planned and organised?

Methods/Approach

• Were the methods/approach taken suitable to achieve the learning objectives set?
• What other alternative approaches could have been taken?

Delivery and Pace:

• Did the pace and delivery seem appropriate for the students present?
• Were any aspects, in your view, dealt with too briefly/with too much elaboration?
• Did the session seem rushed/too drawn out?

Content

• Where you feel qualified to make comment, did the content seem accurate, up to date?
• Were examples given?
• Was the session pitched at the appropriate level for the students present?
• Did the content match the needs of the students?

Student Participation

• Were students invited to participate?
• How was participation managed?
• Did it appear to be carefully planned?
• Did participation enable the tutor to check the students' understanding of the material/approach?

Use of Learning Resources

• Were visual aids used?
• Were they professionally produced and free from error?
• Were they clearly produced and was the text in a suitable font size?
• Were other resources used, e.g. slides, video?
• Did the students get hand-outs?
• Were they well-produced?
• Did the resources contribute to the session or detract from it?

Use of Accommodation

• Was the accommodation suitable for the session?
• Were the seating arrangements appropriate?
• Did there appear to be any Health and Safety issues?

Overall style and ambience

• Did the tutor appear confident in delivery?
• Did s/he convey enthusiasm?
• Was s/he clear and audible?
• Did the session seem to "go well"?
• Was there good rapport with the students?
• Were students attentive/bored?
• Did they seem to "engage with the session"?
• Did the tutor have good presentation skills?
• Was there good eye contact with students?
• Did the tutor seem sensitive to the "mood" of the students?

Apprenticeship Provision

For colleagues involved in apprenticeship provision you may want to consider the elements that an Ofsted reviewer would look for during an observational learning visit during an inspection:

• Attendance, punctuality, behaviour and engagement (of learners)
• Work based approach to learning and feedback – embedding knowledge, skills and behaviours (KSBs) , application to work roles/contexts/career progression.
• Checking of learning and understanding key concepts to enable long term recall
• Individualised learning evident from starting points
• An inclusive learning environment and support for those with learning needs
• Progress being made by apprentices
• Scaffolding and sequencing of learning
• Embedding EDI, British Values, and English and Maths (Apprenticeship Essentials) if appropriate

Guidelines for giving and receiving feedback.

Adapted from Fullerton (2003 p232-233) [1].

Giving feedback

• the observed should reflect first
• the observer should then begin with feedback on the positive aspects of the observation, start by talking about something that was really good to build confidence
• focus on the behaviour that can be changed and not the person by using specific examples
• focus feedback on the agreed outcomes from the pre-observation meeting
• ·only provide the amount of feedback that the observed can make use of at that time
• make constructive and make positive suggestions
• use questions to guide discussion and enable reflection by the observed
• the observer should finish on a positive from the session

Receiving feedback

• ensure that the type of feedback is agreed in advanced
• be ready to accept honest feedback and constructive criticism
• be ready to be self-reflective
• attempt to find solutions to address less effective practice
• ask for examples and ideas for other ways of doing things
• develop your own action plan from the feedback received

Prompt Questions

• How did you feel about that?
• What effect did you feel it had when you said that?
• How do you think you could have involved the students more in that?
• What were you trying to achieve at that particular point?
• How did you know that they achieved their objective?
• How can you address that?

Find out more:

Peer Review & Enhancement Policy  (DOCX, 44.2KB)

PRE Planning worksheet for individual use (DOCX, 60.8KB)

Observation of Teaching proformas (DOCX, 26.4KB)

Record your Peer Review & Enhancement 2024-5

Record your Peer Review & Enhancement 2024-5 (Apprenticeships)

Get Support:

Contact your local School/Institute learning, teaching and assessment lead for support and guidance on the approach your area is taking.