NTLTC 2011 - NMIT Teaching & Learning Observation (TALO) Tutor Guide 2010

TALO

Teaching & Learning Observation Programme

A Guide for Tutors

Nelson Marlborough Institute of Technology May 2010

NMIT TALO A Guide for Tutors May 2010

Table of Contents 1

Introduction 2

The Procedure for Lesson Observations 3

The Process 4

Key Observation Questions 5

Tutor Self Reflection Questions 6

Lesson Grading 7

One to One Tutorials/Learning Conversations 8

Observation Information Form 9 Observation Evidence Form 10 Lesson Observation Focus – Checklist 11

Table of Contents TALO


Overview For our learners, the most important indicator of quality is the standard of teaching and learning they receive. It is the key to any judgements we make about the effectiveness of our curriculum delivery. The Teaching and Learning (TALO) Programme is designed to ensure maximum effectiveness of our curriculum delivery by encouraging good practice within NMIT to be shared. The TALO Programme should encourage discussion within Programme teams and across NMIT on improving teaching and learning. TALO reports will in future, therefore, form a standard agenda item for Programme Team meetings along with the sharing and dissemination of good practice across the Institute. The continuous professional development of tutors to improve the quality and effectiveness of teaching and learning is the highest priority for NMIT and is identified in the Staff Development Plan. The TALO Programme is an important and integral part of NMIT’s Quality Assurance System. This guide is designed to introduce you to our TALO Programme the aim of which is to help develop good teaching practice. We strongly recommend that you also read the full guide which you can find on the intranet.

Observers We aim to maintain a team of around ten observers all of whom have undertaken training in lesson observation techniques.

Heads of School and Programme Area Leaders have also been trained and will carry out observations using the same process and forms presented here. We also use external observers to conduct a number of lesson observations to help us validate the consistency of judgements made by trained NMIT observers, Heads of School and Programme Area Leaders. We would expect that all tutors will be observed each year by one of the trained observers as well as by the tutor’s Programme Area Leader or Head of School.

This brief guide is designed to: • Outline the TALO process to show you

what to expect • List the kinds of questions observers will

be asking • Describe the fundamentals of an

outstanding lesson • List what you should have ready for the

observation - pages 8 + 9. • Show you what the observer’s evaluation

form looks like – pages 10 + 11.

You will receive full feedback on the process of learning as noted by the observer, who will comment on strengths before discussing areas for development. You will also have the opportunity to respond to these observations and to agree an appropriate programme of continuing professional development. The lesson will usually be graded in the areas of teaching, learning and attainment using a four-point scale.

Introduction TALO


Approach Classroom observation in the Schools is the responsibility of the Director of Curriculum and Planning (DCP) and Heads of School (HoS). At the beginning of the academic year, the Director of Curriculum and Planning and Heads of School will draw up an observation schedule, giving a balance that represents the teaching profile of the Schools in terms of subject areas, qualifications and level of work. The schedule of observations will include the full range of activity including teaching, tutorials and progress reviews, and where appropriate, will include any work-based training and assessment. Observations will include consideration of learners’ work and this activity will inform judgements on teaching and learning where appropriate. Wherever possible, observers will discuss with learners their perspectives on teaching and learning. These discussions should not interrupt the teaching session but should evolve naturally from the observation process.

Feedback Observers will provide the tutor with a summary of identified areas of good practice and areas for improvement. A grade on a four point scale will be discussed and assigned for the activity based on judgements for teaching, learning and, where appropriate, attainment. The grades given are Outstanding, Good, Satisfactory or Inadequate.

The observer and tutor should try to conduct the feedback session as soon as possible after the event and send the completed evaluation form to the HoS within two days of the feedback taking place.

Reports A copy of the observation evaluation report will be given to the tutor, to the appropriate HoS and to the Head of Curriculum and Quality (HCQ). The Head of Curriculum and Quality will collate the results and prepare a statistical report for the Director of Curriculum and Planning. Only the Head of Curriculum and Quality, the Head of School, the appropriate Programme Area Leader and the observed tutor will have access to the completed evaluation form. The HoS will produce a summary report at the end of each semester, and a final full academic year report at the end of semester 2 on the lesson observations conducted in each School. This report will inform the on-going appraisals in each School, the School / Programme Area Self-Assessment and Staff Development Plans. The Director of Curriculum and Planning will collate the School and HCQ reports into an NMIT report which will be presented to the Directorate and Academic Board. Individual tutors will be unidentifiable in School and NMIT reports.

The Procedure for Lesson Observations TALO


The Process TALO


Intr

oduc

tion

• Does the lesson/learning activity start on time? • How are latecomers managed? • Are aims and objectives for the session clearly specified? • Are expectations clear / offered / explored? • Are learners equipped and ready for learning? • Is the learning environment conducive to learning? • Is the interest of learners engaged? • Is there a recap and check on previous learning? • Is there a logical progression from previous learning?

Teac

hing

• Is there a clear introduction to new learning? • Is there a balance between tutor talk and learner activity? • Are different learning style preferences catered for? • Does the tutor demonstrate up-to-date knowledge? • Does the tutor energise / enthuse learners to learn? • Are open and directed questions used to check learning? • Is questioning used effectively? • Are all learners encouraged to participate / engage? • Does the tutor circulate and speak to all learners? • How effectively does the tutor motivate the learners? • Is there inclusive practice in regard to positive images of the Treaty of Waitangi? • Is there inclusive practice in regard to positive images of ethnicity, gender, and disability? • Is inappropriate language or behaviour challenged? • Is there a praise and reward environment? • Does assignment or task feedback embrace ways to improve?

Lear

ning

• Are all of the learners paying attention? • Is there a balance between independent and group working? • Do all learners make notes / participate as appropriate? • Do all learners have appropriate files to store handouts / notes? • Is there evidence in learners’ files of independent study? • Do learners make a sufficient effort? • Is the learning environment ‘safe’? • Are the learning expectations clear? • Are there opportunities to practice and gain Literacy and Numeracy Skills? • Are there clear and obvious consolidation activities or tasks offered for encouraging independent learning?

Reso

urce

s

• Are any learning assistants clear about their role? • Is a suitable range of resources employed to support learning? • Are resources used competently and effectively? • Are resources well prepared prior to the lesson? • Are all handouts clear and up-to-date? • Is the furniture in good order? • Are there window blinds to control sunlight? • Is there sufficient control of ventilation and/or heating? • Are any relevant health and safety considerations applied? • Are there curriculum displays in the classroom? • Is there any evidence of integration or use of E-learning? • Are worksheets or tasks differentiated with challenge for all? • Have individual learning needs been catered for?

Sum

mat

ion

• Is there a controlled end to the lesson/learning activity? • Is there a recap and summary of learning? • Are any extension tasks set to encourage independent learning? • Are any late or previously absent learners spoken with? • Are learning support services signposted if needed?

Key Observation Questions TALO


Core Focus How do I know learning has occurred?

Purpose How did I map out the aims of the session to the learners?

Content How did this lesson fit in the context of this course?

Engagement

To what extent were all the learners engaged?

Activity What worked well, what didn’t and why?

Feed back

How did I give the learners feedback on what they learned?

Value Which learners got the most out of the session and who got the least?

Tutor Self Reflection Questions TALO


The full TALO Guide contains the full criteria list for grading Outstanding, Good, Adequate and Inadequate. Criteria for an Outstanding Grade listed below:

Plan

ning

• Detailed and comprehensive planning for learning. • Strong links between previous learning and preparation for future learning. • Purpose of session unmistakable. • Structure of session is logical and balanced. • Thoughtful mix of activities and content that is linked to intended outcomes. • Imaginative use planned of learning and teaching resources. • Learning environment organised to fully engage all learners in the session. • Regular checks of learning planned at timely intervals. • Individual needs taken into account. • Health and safety issues identified and addressed fully. • Literacy and numeracy embedding opportunities are identified and planned for where

appropriate.

Te

achi

ng

• Tutor demonstrates expertise in subject. • A range of approaches used to explain ideas and concepts. • Learners prepared well for their tasks. • A wide range of questioning techniques employed in the session. • Well chosen examples used to illustrate theories and practice. • Key learning points are reinforced. • Creative use is made of unanticipated opportunities to learn. • Learners’ questions are dealt with effectively and promptly. • Incorrect responses handled sensitively. • Demonstrations structured and sequenced well. • Progress and achievement rewarded throughout the session. • Learners maintain a productive pace throughout the session.

Lear

ning

• Learners fully understand what is expected of them. • Learners are clear about what they are doing and why. • Learners are allowed time to think, and encouraged to discover new ideas. • All learners are challenged and supported. • Learners develop their cognitive abilities and practice their skills. • Opportunities to investigate new ways of working are encouraged, and learners are

supported to learn from their mistakes. • Learners are prompted to extend and justify their responses to questions. • Learners work interdependently, sharing experiences and making decisions.

A

sses

smen

t

• Tutors and learners have very high expectations. • Initial assessment is used to identify learning outcomes and activities. • Tasks are matched to individual levels of ability. • Learners fully understand the standards to be achieved. • Regular reviews of individual learning take place. • Clear feedback is given on performance. • Learners understand qualification, examination, and assessment requirements. • Learners have frequent opportunities to practice meeting standards. • Learners are clear about the standards they have reached and how to improve. • Work produced by learners is valued and displayed. • Outcomes of assessment are used effectively to plan learning programmes, activities, and

support.

Lesson Grading TALO


One to One Tutorials/Learning Conversations TALO Supporting Guidance for 1:1 Tutorials The tutor: • Creates a welcoming and positive climate.

• Has a high expectation of the learner.

• Listens to the learner reflecting on progress/self assessment.

• Asks questions to broaden the learner disclosure.

• Analyses performance to celebrate achievement.

• Analyses performance to identify areas for improvement.

• Analyses performance to identify areas of concern.

• Invites learner to assess progress.

• Invites learner to identify what still needs to be learned.

• Explores next steps with the learner.

• Explores solutions to problems with the learner.

• Works with the learner to identify SMART targets.

• Leaves the learner feeling positive.

The Learner: • Understands the purpose of the tutorial and what she/he is expected to achieve.

• Has prepared effectively for the tutorial.

• Knows how well she/he is doing and what is required in order to improve.

• Participates effectively in the tutorial.

• Is able to reflect effectively on the progress of previous targets.

• Is constructively involved in SMART (Simple, Measurable, Achievable, Relevant and Time

Related), target setting.

• Develops/is developing the skill of critical evaluation.

• Achieves individual goals/targets previously set.

• Is confident in what she/he is doing.

• Understands the SMART targets (Specific, Measurable, Achievable, Relevant and Time related)

that have been set.


The following documentation should be available for observers: • The most recent syllabus or specification • The scheme of work • Lesson plans - current + previous lessons • Class list • Mark sheets and record of assessment for

learners • Learners’ work – a range to indicate levels

of attainment within the class and demonstrating written feedback to learners, explaining the rationale for marks/grades and making suggestions for improvement

• Copy of Action Plan / Areas for Improvement from last observation.

Where group tutorials are observed, the following documents should be available: • Scheme of Work • Lesson Plan • Class Register • Individual learner notes / personal files • Records of additional support • Cumulative attainment marks for all

aspects of the programme for all learners.

For a One to One Tutorial (Learning Conversation) the following should be made available • The learner’s Individual Learning Plan (ILP),

or a similar record of previous 1:1 learning conversations

• Assessment records for learner concerned • previously agreed / identified SMART

targets, including achievements / successes to date and areas currently targeted for improvement

• record of any additional support the learner has previously or is currently accessing, allowing for appropriate confidentiality

• any diagnostic assessment results and progress evidence

• any additional learning contract (s) that have been / are in place for this specific learner

• any disability assessment results if applicable

Checklist of required information TALO


NMIT OBSERVATION INFORMATION FORM TALO To be given to the tutor a week prior to the observation date confirmed by the HoS

The process • The observer will contact you to make a time for an informal meeting / Phone conversation prior to the

observation • Before or during the meeting the tutor will provide the information below – Sections 1. and 2 • At the meeting the observer will briefly talk with the tutor about the observation process, the time involved,

where the tutor would like them to sit for the observation, and any other information that may need to be shared prior to the observation.

• The tutor and the observer will organise a meeting time and date for the observation feedback

Section 1. General Information – Some will be completed in advance by the observer Tutor Observer Role - PASM, SASM, ASM, TA Date Permanent staff - Please indicate proportion Class location Part time fixed term - Please indicate proportion Start time Finish time On probation Contractor No. learners

enrolled No. learners

attended

School

Programme Learner age 14 - 16 17 - 19 20 - 25 26 +

Course Learner ethnicity (please specify here)

(please specify here) Course level (please specify here) Lesson type: (please specify here) Practical (please specify here) Tutorial Learner gender Female Male Lecture Learner enrolment Fulltime Part time Seminar discussion Work based

learning Mixed

Individual activity Small group work Support staff Other: Recommended position for observer to sit:

2. Additional information – The availability of this information may vary depending on time of year + type of class Checklist Checklist

Course outline Lesson plan for this session Assessment plans Previous lesson plans for this course Context: where the class is in the overall schedule for the course.

Sect

ions

will

exp

and

as re

quire

d

Class list and individual learner notes : attendance and lateness patterns, any learners identified as at risk of not completing, numbers already withdrawn and why, and group dynamics

Learners with particular needs or circumstances which may impact on the learning identified.

Thank you


NMIT OBSERVATION EVIDENCE FORM TALO Tutor Observer Role - PASM, SASM, ASM, TA Date Permanent staff - Please indicate proportion Class location Part time fixed term - Please indicate proportion Start time Finish time On probation Contractor No. learners

enrolled No. learners

attended

School

Programme Learner age 14 - 16 17 - 19 20 - 25 26 +

Course Learner ethnicity (please specify here)

(please specify here) Course level (please specify here) Lesson type: (please specify here) Practical (please specify here) Tutorial Learner gender Female Male Lecture Learner

enrolment Fulltime Part time

Seminar discussion Work based learning

Mixed Individual activity Small group work Support staff Other: Recommended position for observer to sit:

Summary Evaluation Outstanding <> Good <> Satisfactory <> Inadequate Overall grade

Planning Teaching

Learning

Assessment

(Grade 1 = Outstanding; 2 = Good; 3 = Satisfactory; 4 = Inadequate) Good Practice:

Agreed actions/areas for improvement:

Tutor’s comments about the lesson, observation and feedback:

Tutor’s signature: Observer’s signature:

Date:

Date:


LESSON OBSERVATION FOCUS - as applicable TALO

Planning Observer’s notes • Detailed and comprehensive planning

• Links between previous learning and future learning.

• Clear purpose.

• Structure of session logical and balanced.

• Mix of activities and content linked to outcomes.

• Imaginative use of learning and teaching resources.

• Environment organised to fully engage all learners

• Regular checks of learning planned for

• Individual needs taken into account.

• Health and safety issues identified and addressed fully.

• Literacy and numeracy embedding opportunities.

Teaching

• Tutor demonstrates expertise in subject.

• Range of approaches used to explain ideas /concepts

• Learners prepared well for their tasks.

• Wide range of questioning techniques employed

• Well chosen examples used

• Key learning points are reinforced.

• Use of unanticipated opportunities to learn.

• Learners’ questions dealt with effectively and promptly.

• Incorrect responses handled sensitively.

• Demonstrations structured and sequenced well.

• Progress and achievement rewarded throughout the session.

• Learners maintain a productive pace through session.

Learning

• Are all the learners paying attention?

• Is there a balance between independent and group working?

• Do all learners make notes / participate as appropriate?

• Do all learners have appropriate files to store handouts and notes?

• Is there evidence in learner’s files of independent study?

• Do learners’ make a sufficient effort?

• Are learners challenged and supported? Is the learning environment ‘safe’?

• Are the learning expectations clear?

• Are their opportunities to practice and gain literacy and numeracy skills?

• Are there clear and obvious consolidation activities or tasks offered for encouraging independent learning?

Assessment

• Tutors and learners have very high expectations.

• Initial assessment is used to identify learning outcomes and activities.

• Tasks are matched to individual levels of ability.

• Learners fully understand the standards to be achieved.

• Regular reviews of individual learning take place.

• Clear feedback is given on performance.

• Learners understand qualification, examination, and assessment requirements.

• Learners have frequent opportunities to practice meeting standards.

• Learners are clear about the standards they have reached and how to improve.

• Work produced by learners is valued and displayed.

• Outcomes of assessment are used effectively to plan learning programmes, activities, and support.

NTLTC 2011 - NMIT Teaching & Learning Observation (TALO) Tutor Guide 2010

Education

Transcript of NTLTC 2011 - NMIT Teaching & Learning Observation (TALO) Tutor Guide 2010