Highlights from the week Is evaluation just Data Gathering? Evaluation without action? I guess it depends on what is being evaluated and if it's something that the lecturer needs to implement, or if indeed it's of a more 'statistical' nature, in which case it's more beneficial at an administrative level. But on the whole, evaluation in a teaching context, needs to be acted upon of course. Evaluation and reflection Stage 1 Noticing: In a previous observation, I was told to notice some learners who were left behind and to encourage other advanced learners to assist. Stage 2 Making sense: I agreed and implemented this in my next observation - encouraging more peer to peer support. Stage 3 Making meaning: This transformed my ideas about lecture centred teaching, and perhaps looked at my role as more of a facilitator. Stage 4 Working with meaning: It certainly prompted me to investigate methods for peer to peer learning from an epistemologi...
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Notes on Evaluation For me, observations have been immensely beneficial and are a way of making sure that you are on track - at least technically. Of course, it doesn't stop there, but it is good because it acts as a kind of 'Plum Line' (Centre of gravity) or indeed 'straight edge'. If your basic teaching practice is in accordance with your evaluation as a lecturer, then you know that you are on track. Reflection in action One example of reflection in action is when I remember having an observation where I had prepared exercises for students to work on a collaborative mind mapping exercise using Photoshop to generate ideas. It turned out that all of the computers had shut down, including mine (What are the odds?) Anyway, as it turned out, I had reflected on a contingency plan the night before and created a simple activity of having key words on pieces of paper, folded and kept in a basket. Learners were able to randomly select a word and them ex...