Academic Development and Practice Unit
Peer Learning Through Observation
Peer Learning Through Observation
Purpose and Principles
Peer Learning Through Observation provides an opportunity for academic staff to engage, annually, in continuing professional development of their learning and teaching practice. By individually identifying an area of learning and teaching for development, all staff, even those with considerable experience and expertise, will benefit from engagement in the Peer Learning Through Observation (PLTO) scheme. The PLTO scheme replaces the University’s existing Peer Observation scheme.
Principles of PLTO
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PLTO is based on the notion that through observing practice and the dialogues about observed practice, the observer and the observee will have a mutually beneficial learning experience.
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The PLTO scheme adopts a number of fundamental shifts in emphasis in comparison to the previous peer observation scheme used at the University. These are:
• the Observer has a choice in the aspect of learning and teaching practice that they observe
• learning and development takes place in a group, under a named aspect of practice that is of common interest/need to all group members
• there is a shared group dialogue of observations and practice, so the focus is always on pedagogical practice rather than individual practice
• not every member of academic staff is required to be observed, but all are required to take part in the PLTO scheme. -
The University adopts the principle that PLTO is a worthwhile practice that enables individuals to provide support and guidance to other in an area where they have common interest/needs. The exchange of practice and ideas through PLTO allows staff to develop their own approaches to teaching as well as support the development of others. It is anticipated that PLTO will contribute to the provision of an outstanding student experience by encouraging staff to reflect together upon and develop their teaching practice.
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The PLTO scheme recognizes that learning and teaching at the University of Worcester is seen as a complex series of interwoven processes and that individual members of staff are involved with these processes to different extents. Observation can be made of any of these processes and could include for example, e-learning, giving feedback, group facilitation, lecturing and formulation of distance learning materials.
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PLTO will be implemented annually throughout the University for all full, part-time and hourly paid staff involved in the direct support of student learning; all those staff will engage in PLTO in an area of individual interest as recommended below. However, each Institute of the University will determine the groups, themes and precise organization of the scheme for themselves according to their learning and teaching strategy, action plan and needs. Staff teaching on University awards employed by partner institutions will also be given the opportunity to engage in PLTO.
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PLTO is a developmental process for annual professional development and is not to be considered as part of probation, appraisal or any formal review of teaching performance.
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The Academic Development and Practice Unit will support Institutes to develop and operationalise the PLTO scheme, as well as provide staff development where required.
Tutors who have used the scheme said:
“I have learnt to ‘place more emphasis on drawing out students’ views on controversial issue example and then structuring student discussion and activity around this’
‘It was interesting to see the approach to reflection from another professional group. Whilst the session focused on reflection on learning, the application to practice was only briefly discussed’
“Say if you, you’re interested in problem-based learning and there is an expert in that, you’re actually going to watch, not to observe her, but to see how problem-based learning aids you as a teacher…”
“it’s generating discussion about the topic area… rather than make you feel like you’re being judged, which I think that, that’s a problem with the traditional form…of peer observation”