A valuable and mutually-beneficial way to reflect on our teaching is to participate in a form of peer-assisted reflection. This enables us to reflect on our teaching or learning support with the assistance of a colleague. It’s not a judgemental process and is designed to stimulate improvements in teaching for both the teacher and the peer partner. All staff in ULS involved in teaching are strongly encouraged to participate.
- Gaining ideas for alternative teaching methods and styles
- Building confidence by confirming your strengths and helping you to improve in those areas in which your teaching is less developed
- Assisting you in thinking critically about your teaching as you will need to discuss your approaches in depth and detail with your colleague
- Enabling you to reflect more deeply on your teaching through conversation with another colleague who has a different perspective
Each year, College leads will give members of their team the opportunity to make contact with another colleague within their College team to work in a peer-assisted reflection partnership. This is an informal process and colleagues may choose their preferred approach and identify their own partnership:
- Acting as mutual critical friends during the process of developing and delivering a teaching session(s)
- Working together to team teach a session and reflect on it afterwards
- Observing each other’s training sessions and conducting a reflective conversation afterwards
- Working as ‘buddies’ throughout the year enabling each other to develop and try out new ideas and reflect on their success
In all cases, the teacher who will be reflecting on their own teaching, and the peer partner’s role is to stimulate and support that reflection. Guidance to support the process is available [Cardiff University login required].
The biannual Digital and Information Literacy Fora, which were introduced in 2015-16, and the quarterly journal clubs also offer ways to reflect on your teaching with others.
In the final chapter of this Handbook we will look at introducing assessment of your information literacy teaching.