Students are actively engaged in learning No apparent Some Many Extensive examples examples examples examples Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Students’ prior knowledge and experience is No apparent Some Many Extensive examples examples examples examples built upon Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Teaching caters for student diversity No apparent Some Many Extensive examples examples examples examples Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Students are encouraged to develop/expand No apparent Some Many Extensive examples examples examples examples their conceptual understanding Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Students are made aware of key learning No apparent Some Many Extensive examples examples examples examples outcomes Your examples and comments Actively uses links between research or No apparent Some Many Extensive examples examples examples examples industry and teaching Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Uses educational resources and techniques No apparent Some Many Extensive examples examples examples examples appropriately Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Presents material logically No apparent Some Many Extensive examples examples examples examples Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Seeks feedback on students’ understanding No apparent Some Many Extensive examples examples examples examples and acts on this accordingly Effectiveness Effective Very Exceptionally Your examples and comments not clear effective effective Other areas relevant to institutional No apparent Some Many Extensive examples examples examples examples priorities Effectiveness Effective Very Exceptionally Your examples and comments not effective effective Advisory notes on the Dimensions of Teaching (Not to be submitted with the Observation of Teaching Report) The range of teaching strategies listed below serves as a guide. While the dimensions are fixed, you may add your own points to expand on any of the dimensions to document your observation of the class. Dimension 1: Students are actively engaged in learning
Students are actively engaged in learning Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Students’ prior knowledge and experience is built upon Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Teaching caters for student diversity Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Students are encouraged to develop/expand their conceptual understanding Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Students are made aware of key learning outcomes Your examples and comments No apparent examples Some examples Many examples Extensive examples Actively uses links between research or industry and teaching Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Uses educational resources and techniques appropriately Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Presents material logically Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Seeks feedback on students’ understanding and acts on this accordingly Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Other areas relevant to institutional priorities Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not Effective Very effective Exceptionally effective Advisory notes on the Dimensions of Teaching (Not to be submitted with the Observation of Teaching Report) The range of teaching strategies listed below serves as a guide. While the dimensions are fixed, you may add your own points to expand on any of the dimensions to document your observation of the class. Dimension 1: Students are actively engaged in learning
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