Dimension 7: Uses education resources and techniques appropriately Indicative teaching strategies for demonstrating this dimension may include: using IT techniques effectively (e.g. multimedia, audio, simulations, presentations of a professional standard) providing relevant online formative and summative tasks supplying resources, materials and literature to support student learning using, as appropriate, a range of classroom/online resources, tools and strategies to support student learning effectively evidence of adaptivity in learning design, online teaching and student support made possible by technologies providing timely data on learners’ knowledge, perceptions and study behaviour using specific educational strategies and techniques in the design and delivery of teaching sessions, to achieve key objectives interactive learning resources provide a for experiential engagement and experimentation with content and interaction with peers and teachers e-assessment to demonstrate professional practice Dimension 8: Presents material logically Indicative teaching strategies for demonstrating this dimension may include: providing an early brief structural overview of the session developing this structure in a coherent manner, ensuring students are constantly aware of the development of the session providing time for reviewing at key stages, including closure establishing closure, aiming at helping students draw together and understand major issues and identify individual learning needs and short-comings Dimension 9: Seeks feedback on students’ understanding and acts on this accordingly Indicative teaching strategies for demonstrating this dimension may include: seeking feedback progressively during the session, for example, through constant observation of interest level and engagement and by using specific questions to test understanding modifying the activity to accommodate feedback messages subject site provides opportunities for student questions and feedback and teacher responses subject site provides opportunities for students to seek feedback from each other seeking feedback towards the conclusion of the session to assist student to determine individual work to be consolidated Dimension 10: Other areas determined by the reviewee An additional dimension may be composed by the reviewee for their particular approach to teaching.
Dimension 7: Uses education resources and techniques appropriately Indicative teaching strategies for demonstrating this dimension may include: using IT techniques effectively (e.g. multimedia, audio, simulations, presentations of a professional standard) providing relevant online formative and summative tasks supplying resources, materials and literature to support student learning using, as appropriate, a range of classroom/online resources, tools and strategies to support student learning effectively evidence of adaptivity in learning design, online teaching and student support made possible by technologies providing timely data on learners’ knowledge, perceptions and study behaviour using specific educational strategies and techniques in the design and delivery of teaching sessions, to achieve key objectives interactive learning resources provide a for experiential engagement and experimentation with content and interaction with peers and teachers e-assessment to demonstrate professional practice Dimension 8: Presents material logically Indicative teaching strategies for demonstrating this dimension may include: providing an early brief structural overview of the session developing this structure in a coherent manner, ensuring students are constantly aware of the development of the session providing time for reviewing at key stages, including closure establishing closure, aiming at helping students draw together and understand major issues and identify individual learning needs and short-comings Dimension 9: Seeks feedback on students’ understanding and acts on this accordingly Indicative teaching strategies for demonstrating this dimension may include: seeking feedback progressively during the session, for example, through constant observation of interest level and engagement and by using specific questions to test understanding modifying the activity to accommodate feedback messages subject site provides opportunities for student questions and feedback and teacher responses subject site provides opportunities for students to seek feedback from each other seeking feedback towards the conclusion of the session to assist student to determine individual work to be consolidated Dimension 10: Other areas determined by the reviewee An additional dimension may be composed by the reviewee for their particular approach to teaching.
Peer-Review-Report-Teaching-Practiceformative.docx