Enhancing learning and teaching through peer review

1. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring Enhancing learning and teaching through peer review The School of Social Sciences and Law pilot ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

2. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring Peer review: Three main principles • Quality enhancement (rather than assurance); • Sharing of outcomes within each School (and University); • Clear reporting structure and easy-to-use documentation. (‘Peer Review of Learning and Teaching Activity’ briefing note – LSEPC 07.02.12) ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

3. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring Aims of the peer review pilot To promote the quality-enhancement and professional discussion nature of peer review and support professional development and quality enhancement of teaching in the School through: • collection of examples of teaching practice; • easy submission to peer viewing of, and access to, these examples; • quick interrogation of resources made available, based on a selection of common problems and typical themes; • sharing of ideas between members of staff and between Subject Groups. ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

4. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring Possible themes of interest • Managing module expectations; • Delivery methods; • Resources; • Assessment; • Feedback. • Starting individual sessions or modules; • Interaction in large-group teaching; • Effective learning environments; • Structuring learning sessions; • Giving feedback to students; • Internationalising teaching; • Using technology to teach; • Asking questions. Theme chosen for the first pilot phase: Encouraging more active learning in the ‘classroom’ (and enhancing students-tutor partnership in ‘classroom’-based work). ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

5. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring Peer review: A 10-stage process • Theme identified by School Learning and Teaching (LT) Committee; • Reviewers identified by LT Committee (6 = 1 for each main subject area); • Chair of LT Committee sent names of reviewees (≥ 2 per Section); • Reviewers informed and get in touch with reviewees to organise reviews; • Reviews take place (reviewer and reviewee to be from different subjects); • After reviews, verbal feedback may be provided to reviewees; • Reviewers produce anonymous summaries of observed practice; • Anonymous practice records sent to Chair of the LT Committee; • Anonymous practice examples uploaded to online repository; • Material recorded forms basis of discussion in Subject Groups/School. ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

6. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring School of Social Sciences and Law Six Subject Groups, six reviewers: • Criminology and Sociology; • Education; • English Language Support team; • Law; • Psychology; • Sport and Exercise. ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

7. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring 12 peer reviews of teaching in first phase Reviewers carry out at least 2 reviews of teaching each, in 2 different disciplines: ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

8. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring Process for a typical review • Reviewer and reviewee agree date/time of review. • Learners may need to be consulted. • Reviewer provided with information about the event. • Review takes place, followed by short discussion. • Content of summary of practice agreed. • Written summary of practice produced and uploaded. • Reflection should lead to action plan for enhancement. ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

9. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring Information submitted to the reviewer • Date/time, duration, venue; • Type of event (lecture, etc.); • Overall context of the event; • Expected number of learners; • Intended plan for the event; • Intended learning outcomes for the event; • Learning/teaching resources to be used in the event; • Anything else that may be relevant! ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

10. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring ‘Example of teaching activity’ template ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

11. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring E-Learning@Tees-based ‘Enhancing learning and teaching through peer review’ site A forum to discuss teaching practice ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

12. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring E-Learning@Tees-based ‘Enhancing learning and teaching through peer review’ site A repository of teaching examples and other relevant documents ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review

13. To educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring Bibliography • Bell, M. (2002) Peer observation of teaching in Australia. York (UK): LTSN Generic Centre. • Blackmore, J. A. (2005) ‘A critical evaluation of peer review via teaching observation within Higher Education’. International Journal of Educational Management, 19:3, 218-232. • Gosling, D. (2002) Models of peer observation of teaching. York (UK): LTSN Generic Centre. • Hatzipanagos, S. and Lygo‐Baker, S. (2006) ‘Teaching observations: Promoting development through critical reflection’. Journal of Further and Higher Education, 30:4, 421-431. • Kell, C. And Annetts, S. (2009) ‘Peer review of teaching embedded practice or policy‐holding complacency?’. Innovations in Education and Teaching International, 46:1, 61-70. • Lomas, L. and Nicholls, N. (2005) ‘Enhancing teaching quality through peer review of teaching’. Quality in Higher Education, 11:2, 137-149. • Martin, G. A. and Double, J. M. (1998) ‘Developing Higher Education teaching skills through peer observation and collaborative reflection’. Innovations in Education and Training International, 35:2, 161-170. • Yiend, J., Weller, S. and Kinchin, I. (2012) ‘Peer observation of teaching: The interaction between peer review and developmental models of practice. Journal of Further and Higher Education. ÉricBel Learning and Teaching Conference Enhancing learning and teaching through peer review