escalate ite conference - may 2009 reflection on peer reflection reflecting on practice to enhance...

ESCalate ITE Conference - May 2009

Reflection on Peer Reflection

Reflecting on practice to enhance student learning

Lawry Price

Roehampton University



Starting principles:

• Key purposes identified

• An expectation that all staff engage

• An entitlement for other staff too

• Should be non-judgemental, constructive, and include feedback that requires mutual reflection and scholarly dialogue



Process:• Owned and directed by individual staff• Individuals define the focus of activity• Individuals identify who is involved• Acceptance that PR is more than peer

observation of teaching – it could involve reflection on teaching plans, teaching and learning issues, assessment, or any aspect of practice



Recording:

• Written records to be kept – personal to those involved

• Potential for records kept to be used as part of staff development

• School of Education records the focus of the activity and those involved



Multitude of different activity pursued –examples: – peer observation of teaching, team teaching,

co-led module planning, shared evaluations of teaching and training, joint observations of school experience, marking moderation, peer evaluation, team planning, reviews of teaching materials and resources, updating ICT skills, specific module reflection, joint interviewing of prospective students, time management review



Key Markers and Conclusions:

• Staff ownership of the scheme

• Built on what already was going on

• Range of applications for the scheme

• Links to institutional context and current agendas

• Key component of effective teaching and learning processes



Lawry Price

Roehampton University

[email protected]

escalate ite conference - may 2009 reflection on peer reflection reflecting on practice to enhance...

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