Glossary: Observing a variety of teaching and learning activities
Sampling
Any process of this kind involves sampling a range of examples of learning and teaching across the department and as such the principles which guide any form of sampling apply. The sample should include, as far as is possible, the full range of different types of teaching and learning activities undertaken by the department and not just teacher-led lecturing. The full range of different programmes of study and across all levels - from level one (or level zero) to taught doctorates - should be sampled.
Confidentiality
Particular attention will need to be paid to the method of observation that is appropriate to particular forms of teaching. For example, there may be sensitivities concerning sampling classes/tutorials that involve some form of counselling, or when confidentiality is important. It will be necessary in these circumstances to consult fully with the students and to obtain their agreement for the observer to be present.
Resource-based learning
When the class is working primarily on resource based learning, for example in a computer lab, the observer will need to move round the class and observe student activities. In these circumstance it is particularly important to make sure that the students understand the role of the observer before any individual discussion with students takes place. It will be appropriate to talk to students about what they are doing in order to understand the activity being undertaken.
Workshop observation
When students are working for long periods on projects or practical activities, it is acceptable that the observer should not observe complete sessions. The observer should sample some teacher-led activities (openings, discussions, explanations etc.) and also observe student work, It will be appropriate to talk to students about what they are doing in order to understand the activity being undertaken, providing students understand the role of the observer.