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 e.g. through constant observation of interest level and engagement and by using specific questions to test understanding modifying the presentation to accommodate feedback messages seeking feedback towards the conclusion of the session to assist student to determine individual work to be consolidated. Dimension 10: Other areas relevant to institutional priorities An additional dimension may be composed that is specifically relevant to the peer observation, and which is not covered by the existing nine dimensions. If this option is chosen, the applicant must prepare a single sentence statement that specifies the aspect of teaching to be observed. This statement must be provided and explained to peer reviewers at the pre-observation meeting.
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 e.g. through constant observation of interest level and engagement and by using specific questions to test understanding modifying the presentation to accommodate feedback messages seeking feedback towards the conclusion of the session to assist student to determine individual work to be consolidated. Dimension 10: Other areas relevant to institutional priorities An additional dimension may be composed that is specifically relevant to the peer observation, and which is not covered by the existing nine dimensions. If this option is chosen, the applicant must prepare a single sentence statement that specifies the aspect of teaching to be observed. This statement must be provided and explained to peer reviewers at the pre-observation meeting.
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