peer review of teaching activities
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Peer review of classroom teaching activities
Date: ___________ Time: ___________
Module: __________________ Year level: ____
No. of students in class: ______
Type of session: ____________ Length of session: ________
Lecturer: __________________ Reviewer: ___________________
Dimensions of teaching and learning activities Yes No
1.Are students actively engaged in learning? Does the lecturer ask questions? Are quieter students incorporated? Does the lecturer facilitate discussion?
Comments:
2. Does the lecturer build on students' prior knowledge and experience? What form did this take e.g. review summary, concept map?
Comments:
3. Does the lecturer use different teaching methods to address different learning styles? Lecture Groupwork Multimedia e.g. video, audio, images, animations, etc.
Comments:
4. Are students made aware of the key learning outcomes of the lecture? How does this lecture fit into the overall module?
Comments:
5. Does the lecturer link research and teaching / learning?
Comments:
Physiotherapy peer review feedback form (version 0.5)Last modified June, 2011
Dimensions of teaching and learning activities Yes No
6. Does the lecturer link theory to practical application?
Comments:
7. Does the lecturer present material logically? Is there a structure to the session? Is the session explained?
Comments:
8. Does the lecturer seek student feedback on their understanding, and act on it? Does the lecturer value student feedback?
Comments:
9. Has the lecturer included elements of the Graduate Attributes in the session? Scholarship: a critical attitude towards knowledge Critical citizenship and the social good Lifelong learning: an attitude or stance towards themselves
Comments:
Additional comments:
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Note
This document is based on the Australian Learning and Teaching Council document: Peer review of teaching
for promotion applications.
Physiotherapy peer review feedback form (version 0.5)Last modified June, 2011
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