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