Teaching in Action

Duration: 1:39
Session type: Lecture
Module title: Romantic conflicts
No. of students: 50–60

With comments

Without comments

Components of good teaching practice evidenced in this video

• Teaching is well prepared (illustrated by reference to handout)
• Outcomes, content and assessment are constructively aligned (illustrated in restart of session and by highlighting main topic)

This video also addresses:

• Methods
• Address different learning styles (illustrated by use of questioning)

Our analysis

In this sequence, the lecturer restarts a session after the break using a contemporary painting to illustrate the notable figures and social situation of the time.

The lecturer has provided students with handouts which contain the pictures and historical notes he is referring to in the lecture. This allows students to concentrate on what he is saying, knowing that all necessary notes are included in the handout.

Duration: 4:03
Session type: Lecture
Module title: Romantic conflicts
No. of students: 50–60

With comments

Without comments

Components of good teaching practice evidenced in this video

• Address different learning styles (illustrated by use of questioning)
• Engage with practice (illustrated by developing analytical skills)
• Promote independent learning (illustrated by encouraging active learning and by developing analytical skills)

This video also addresses:

• Approach
• Outcomes, content and assessment are constructively aligned (illustrated by checking and promoting learning)
• Demonstrates evidence of reflective practice (illustrated by checking and promoting learning)

Our analysis

Prior to the start of this sequence, the lecturer has read a poem. He analyses it in relation to historical incidents of the time and appeals to students’ empathy to help them use their own emotions and natural human responses, to understand the poem. He does this by going through the poem verse by verse and using social and political events to paint a picture of the poem in context. The lecturer identifies where influences of other authors (Payne and Marx) are visible in the poem, thus providing scaffolds for students to link their knowledge. He builds the students’ knowledge base by referring to the author’s (Shelley) style in terms of using ‘shapes’.

The lecturer uses questioning to cause students to think about what they know and understand. He allows students time to think about their responses during small pauses (wait time) rather than providing the answer to his own questions. The value of student contributions is acknowledged which helps to build their confidence.

Duration: 2:49
Session type: Lecture
Module title: Shakespeare and his contemporaries
No. of students: 70

With comments

Without comments

Components of good teaching practice evidenced in this video

• Teaching is well prepared
• Outcomes, content and assessment are constructively aligned

Our analysis

The lecturer has prepared a handout that contains an alternative critical perspective on Hamlet. He introduces the topics of the session by listing them on the board. He then gives a brief introduction to – and overview of – the lesson content.

The lecturer structures the lesson in this way so that students can structure their recall and learning.

Duration: 3:29
Session type: Seminar
Module title: The First World War
No. of students: 18

With comments

Without comments

Components of good teaching practice evidenced in this video

• teaching is well prepared (illustrated by setting the scene with the initial question)

This video also addresses:

• Methods
• Are contextualised in students’ understanding and experience (illustrated by checking learning)
• Promote critical thought (illustrated by encouraging students to evaluate content)
• Personal attributes:
• Engaging (illustrated by engaging students in the exercise)

Our analysis

The lecturer starts on time and chooses to carry on when students arrive late.

He starts the session by clearly stating the key question for discussion: ‘When did Germany lose the war’?

Right at the start of the session, he initiates the process to encourage students to think critically. He does this through challenging them to think along the entire timeline of the conflict.

The lecturer encourages different contributions and the students fully engage with the process. Through the students’ contributions, he is able to determine where there may be misunderstanding or a lack of factual knowledge.

The lecturer writes students’ contributions on the board, helping students to understand their thinking. This process also motivates students to elaborate on arguments based on knowledge and critical thinking in a safe and supported environment.

Duration: 1:31
Session type: Laboratory
Module title: Preliminary ophthalmic dispensing: frame measurements
No. of students: 39

With comments

Without comments

Components of good teaching practice evidenced in this video

• Teaching is well prepared
• Outcomes, content and assessment are constructively aligned

Our analysis

The lecturer locates the context of the session by reminding students of the previous lesson’s content and its relation to the current one. He then describes the objectives of this lecture.

His methods are engaged with practice, as he talks about the usefulness in practice of a particular instrument (a rule) which the students will use in this session.

A jokey response to a student demonstrates that he has created a relaxed atmosphere in his class which allows for students to make formal and informal comments throughout.

The lecturer uses a document imager to enable him to clearly demonstrate techniques to the students.

Duration: 1:23
Session type: Studio
Module title: Music for film: Orchestrating woodwind
No. of students: 20

With comments

Without comments

Components of good teaching practice evidenced in this video

• Teaching is well prepared
• Outcomes, content and assessment are constructively aligned
• Demonstrates evidence of reflective practice

Our analysis

The lecturer seeks to embed learning from his demonstration by asking students to recreate his sample music. He gives students a structured exercise and time for completion. His use of a practical exercise allows students to embed their learning from the session.

The lecturer circulates amongst the students to give feedback on their efforts. He also seeks feedback on their opinions of the exercise, demonstrating his own reflective practice.

This clip also demonstrates methods by which teachers can promote deep learning and scholarship since the content is informed by research and evidence.

Duration: 4:03
Session type: Lecture
Module title: Romantic conflicts
No. of students: 50–60

With comments

Without comments

Components of good teaching practice evidenced in this video

• Address different learning styles (illustrated by use of questioning)
• Engage with practice (illustrated by developing analytical skills)
• Promote independent learning (illustrated by encouraging active learning and by developing analytical skills)

Using the following components, this video also addresses:

• Approach
• Outcomes, content and assessment are constructively aligned (illustrated by checking and promoting learning)
• Demonstrates evidence of reflective practice (illustrated by checking and promoting learning)

Our analysis

Prior to the start of this sequence, the lecturer has read a poem. He analyses it in relation to historical incidents of the time and appeals to students’ empathy to help them use their own emotions and natural human responses, to understand the poem. He does this by going through the poem verse by verse and using social and political events to paint a picture of the poem in context. The lecturer identifies where influences of other authors (Payne and Marx) are visible in the poem, thus providing scaffolds for students to link their knowledge. He builds the students’ knowledge base by referring to the author’s (Shelley) style in terms of using ‘shapes’.

The lecturer uses questioning to cause students to think about what they know and understand. He allows students time to think about their responses during small pauses (wait time) rather than providing the answer to his own questions. The value of student contributions is acknowledged which helps to build their confidence.

Duration: 2:22
Session type: Lecture
Module title: Shakespeare and his contemporaries
No. of students: 70

With comments

Without comments

Components of good teaching practice evidenced in this video

• Address different learning styles (as evidenced by the use of role play)
• Promote critical thought

Our analysis

The lecturer uses role play to add another dimension to the students’ understanding of the topic. This class is about developing the students’ understanding of a play, and a key element of any play is that it is acted.

However, role play can be used to help students gain a deeper understanding of a situation in any discipline which involves communication.

Duration: 4:34
Session type: Seminar
Module title: The First World War
No. of students: 18

With comments

Without comments

Components of good teaching practice evidenced in this video

• Address different learning styles (illustrated by using group work)
• Are contextualised in students’ understanding and experience (illustrated by checking learning)
• Promote independent learning (illustrated by using group work)
• Promote critical thought

This video also addresses:

• Scholarship
• Teaching is informed by pedagogy (illustrated by facilitating construction of argument)

Our analysis

The lecturer presents a logical interpretation of events to support an argument and then invites students to ‘tear’ his argument apart. He provides an example of a trap into which students commonly fall due to superficial analysis. In inviting challenge, the lecturer is encouraging the students to think beyond the obvious, and to be able to challenge accepted wisdom in a safe environment and to provide sound argument. He is also showing them that he values their responses. Incorrect responses are politely dealt with and clarified. Correct responses are accepted and the argument is moved on.

He continues to check student knowledge by asking students to provide a definition for a concept. He writes the concept on the board, and follows up student definitions to deliver clarity of understanding. The lecturer is also helping to improve the students’ command of the language of the discipline.

Duration: 4:08
Session type: Seminar
Module title: The First World War
No. of students: 18

With comments

Without comments

Components of good teaching practice evidenced in this video

• Are contextualised in students’ understanding and experience (illustrated by checking understanding)
• Promote independent learning (illustrated by encouraging students to challenge assumptions)
• Promote critical thought (illustrated by promoting critical thinking)

This video also addresses:

• Scholarship
• Teaching is informed by pedagogy (illustrated by facilitating construction of argument)

Our analysis

The lecturer presents a logical interpretation of events to support an argument and then invites students to ‘tear’ his argument apart. He provides an example of a trap into which students commonly fall due to superficial analysis. In inviting challenge, the lecturer is encouraging the students to think beyond the obvious, and to be able to challenge accepted wisdom in a safe environment and to provide sound argument. He is also showing them that he values their responses. Incorrect responses are politely dealt with and clarified. Correct responses are accepted and the argument is moved on.

He continues to check student knowledge by asking students to provide a definition for a concept. He writes the concept on the board, and follows up student definitions to deliver clarity of understanding. The lecturer is also helping to improve the students’ command of the language of the discipline.

Duration: 1:44
Session type: Laboratory
Module title: Preliminary ophthalmic dispensing: Frame measurements
No. of students: 39

With comments

Without comments

Components of good teaching practice evidenced in this video

• Address different learning styles
• Are contextualised in students' understanding and experience
• Engage with practice

Our analysis

The lecturer sets students on a practical task, and – with a graduate teaching assistant – circulates to give advice and feedback.

Students are seated in pairs, giving them the opportunity for collaborative learning.

His feedback demonstrates his deep experience of practice and he gives advice as to how to save time. He addresses students in a committed and respectful manner.

He accepts students using tools that they are required to use in their practice (in this case a particular rule) and explains the pros and cons. The learning is therefore contextualised within each student’s experience.

Altogether, this clip shows a lecturer who is an expert practitioner sharing and making sense of his knowledge with students.

Duration: 4:50
Session type: Laboratory
Module title: Care of the seriously ill child – a simulation session
No. of students: 14

With comments

Without comments

Components of good teaching practice evidenced in this video

• Promote independent learning
• Promote critical thinking
• Promote deep learning

Our analysis

In this clip, the lecturer demonstrates her approach to giving and receiving feedback. As a group, students are asked to feedback on their experiences, encouraging reflective practice. The lecturer is able to build on the group feedback and confirms and embeds learning.

The group feedback session provides a combination of self-assessment, peer-assessment and formative assessment which combined promote deep learning.

In addition, the lecturer gives each pair of students individual feedback privately to enable maximum usefulness whilst protecting their confidence.

Duration: 3:18
Session type: Lecture
Module title: Shakespeare and his contemporaries
No. of students: 70

With comments

Without comments

Components of good teaching practice evidenced in this video

• Promote critical thought
• Promote deep learning

This video also addresses:

• Scholarship
• Content is informed by research and evidence

Our analysis

Prior to this clip, the lecturer invited students to act out the opening scene of Hamlet.

The lecturer uses questioning to help students develop their understanding of the scene. He is patiently waits for their answers. He then continues to develop their understanding by contextualising the play within the conditions under which it would have been acted, and the political situation of the time.

This promotes critical thinking and deep learning, and demonstrates the lecturer’s scholarship in his subject.

Duration: 1:18
Session type: Seminar
Module title: The First World War
No. of students: 18

With comments

Without comments

Components of good teaching practice evidenced in this video

• Teaching is informed by pedagogy (illustrated by facilitating construction of argument)
• Content is up-to-date with the subject and practice (illustrated by demonstrating logical thought and challenging students to think differently)

This video also addresses:

• Methods
• Address different learning styles (illustrated by note taking on the board)
• Personal attributes
• Committed and respectful (illustrated by being inclusive of students’ contributions)

Our analysis

As the session progresses, the success of the lecturer’s attempt to encourage creative and critical thinking is demonstrated by a student’s contribution of a hypothetical scenario with regards to winners of WW1.

The lecturer clarifies his understanding of the student’s contribution, but doesn’t give an answer. He uses the scenario as a tool to challenge the thinking of other students through a series of questions.

The use of student contributions motivates students, encourages participation and helps them to construct arguments.

Duration: 2:10
Session type: Seminar
Module title: The First World War
No. of students: 18

With comments

Without comments

Components of good teaching practice evidenced in this video

• Teaching is informed by pedagogy (illustrated by facilitating construction of argument)
• Content is up-to-date with the subject and practice (illustrated by use of counterfactual history)

This video also addresses:

• Personal Attributes
• Engaging (illustrated by engaging students through questioning and by student constant participation)

Our analysis

As the session progresses, the success of the lecturer’s attempt to encourage creative and critical thinking is demonstrated by a student’s contribution of a hypothetical scenario with regards to winners of WW1.

The lecturer clarifies his understanding of the student’s contribution, but doesn’t give an answer. He uses the scenario as a tool to challenge the thinking of other students through a series of questions.

The use of student contributions motivates students, encourages participation and helps them to construct arguments.

Duration: 1:45
Session type: Laboratory
Module title: Preliminary ophthalmic dispensing: Frame measurements
No. of students: 39

With comments

Without comments

Components of good teaching practice evidenced in this video

• Teaching is informed by pedagogy
• Content is up-to-date with the subject and practice
• Content is informed by research and evidence

Our analysis

The lecturer draws students’ attention to previous learning, checking learning, and linking content. By using a quote from a popular fiction author to illustrate a point, the lecturer gives students a hook by which to recall the fact.

Duration: 3:12
Session type: Laboratory
Module title: Care of the seriously ill child – a simulation session
No. of students: 14

With comments

Without comments

Components of good teaching practice evidenced in this video

• Teaching is informed by pedagogy
• Content is up to date with the subject and practice
• Content is informed by research and evidence

Our analysis

In this clip, students examine a simulated situation. The lecturer plays the role of the mother of the simulated baby; and gives medical guidance where necessary. The simulated situation provides students with the opportunity to practice their medical skills and their interpersonal skills in a safe environment. These methods engage with practice and contextualise the learning.

The scholarship, experience and confidence of the lecturer are clearly evident in this clip.

Duration: 3:17
Session type: Studio
Module title: Music for film: Orchestrating woodwind
No. of students: 20

With comments

Without comments

Components of good teaching practice evidenced in this video

• Content is up to date with the subject and practice
• Content is informed by research and evidence

Our analysis

The lecturer invites a student to demonstrate how a clarinet is played. He explains, with the aid of the student, how the constraints and affordances of a real instrument affect what can and should be created through electronic means. In doing this, the lecturer is encouraging students to think critically about their craft and is demonstrating his own scholarship. In addition, he shows his respect for his students’ talents by engaging a student to demonstrate.

Duration: 3:02
Session type: Lecture
Module title: Romantic conflicts
No. of students: 50–60

With comments

Without comments

Components of good teaching practice evidenced in this video

• Committed and respectful (illustrated by promoting student confidence)

This video also addresses:

• Methods
• Are contextualised in students’ understanding and experience (illustrated by initiating criticality)
• Engage with practice (illustrated by initiating criticality)
• Promote independent learning (illustrated by initiating criticality and by scaffolding learning)

Our analysis

In this sequence, the lecturer challenges the students to think about the historical incident, the Peterloo Massacre, from the perspective of the aggressors by reading an anonymous poem written in support of the quelling of the protest. This reminds students that they need to be able to understand an event from different perspectives.

The lecturer reads the poem in two parts, pausing after the first part to provide explanations that provide a fuller picture of the context of the poem. For instance, a connection between another recent contemporary historical event – Waterloo – is made to help students scaffold their knowledge and remember the facts.

The broad approach to the topic demonstrates the deep knowledge of the lecturer, giving students an entry point to the topic from a number of different angles and perspectives, and promoting confidence in the learner.

Duration: 3:51
Session type: Lecture
Module title: Shakespeare and his contemporaries
No. of students: 70

With comments

Without comments

Components of good teaching practice evidenced in this video

• Engaging
• Enthusiastic

This video also addresses:

• Methods
• Promote independent learning
• Promote critical thinking
• Promote deep learning

Our analysis

In this clip, the lecturer uses modern day props and associations to help students contextualise historical facts within their own experience and understanding of the topic – a historical play. A weighted prop helps demonstrate what the actor would have brought to the play and consideration of historical dress further provides clues to excite the students’ imagination.

These methods promote independent learning, critical thinking and deep learning.

The lecturer’s passion for – and scholarship in – his subject is evident, as is his engagement with his students.

Duration: 3:42
Session type: Seminar
Module title: The First World War
No. of students: 18

With comments

Without comments

Components of good teaching practice evidenced in this video

• Engaging (illustrated by engaging students through questioning)

This video also addresses:

• Methods
• Are contextualised in students’ understanding and experience (illustrated by checking and promoting learning)
• Promote critical thought (illustrated by promoting criticality)

Our analysis

The lecturer deviates from the lesson plan to addresses an issue which, from a student’s contribution, raises his awareness that there may be some lack of factual knowledge.

He asks for a different fact from each student. The lecturer’s easy relationship with the students is demonstrated when a student ‘cheats’, and when a student who had lost her voice was encouraged to contribute through whispering to him.

The lecturer has incorporated ad-hoc checking of learning, and established that students need a clear knowledge of the facts to support their arguments. It is important to get students to increase their factual knowledge so their understanding grows and develops deeper.

Duration: 1:57
Session type: Seminar
Module title: The First World War
No. of students: 18

With comments

Without comments

Components of good teaching practice evidenced in this video

• Engaging (illustrated by students’ continuous contributions)
• Enthusiastic (illustrated by addressing student’s contributions to deviate from the lesson plan)
• Committed and respectful (illustrated by being inclusive of students’ contributions and by addressing a student with a temporary disability)

This video also addresses:

• Methods
• Are contextualised in students’ understanding and experience (illustrated by checking learning)
• Promote deep learning (illustrated by increasing students’ factual knowledge)

Our analysis

The lecturer deviates from the lesson plan to addresses an issue which, from a student’s contribution, raises his awareness that there may be some lack of factual knowledge.

He asks for a different fact from each student. The lecturer’s easy relationship with the students is demonstrated when a student ‘cheats’, and when a student who had lost her voice was encouraged to contribute through whispering to him.

The lecturer has incorporated ad-hoc checking of learning, and established that students need a clear knowledge of the facts to support their arguments. It is important to get students to increase their factual knowledge so their understanding grows and develops deeper.

Duration: 0:30
Session type: Laboratory
Module title: Preliminary ophthalmic dispensing: Frame measurements
No. of students: 39

With comments

Without comments

Components of good teaching practice evidenced in this video

• Engaging
• Enthusiastic
• Flexible/adaptable

Our analysis

In this clip, the lecturer demonstrates his approach to the support of student learning. He actively strives to discover what would be useful for students, and then agrees to provide it within a short time period, via the VLE.

The support he provides is contextualised in the students’ understanding and experience. The lecturer also demonstrates his commitment to his students’ success and that he is willing to put in time outside of the classroom.

Duration: 1:43
Session type: Laboratory
Module title: Care of the seriously ill child – a simulation session
No. of students: 14

With comments

Without comments

Components of good teaching practice evidenced in this video

• Engaging
• Enthusiastic
• Flexible/adaptable
• Committed and respectful

Our analysis

The lecturer gives a pair of students immediate feedback on their performance in the simulated environment. She reacts to their perception of their poor performance by asking them to consider what they did right, before listing all the activities they carried out well. Each pair of students is then invited to carry out their own reflection on the activity.

Immediate feedback embeds learning and enables the students to move forward. The lecturer’s methods are clearly designed to promote reflective practice, and to promote confidence in her students.

Studio 1, video 3

Duration: 2:12
Session type: Studio
Module title: Music for film: Orchestrating woodwind
No. of students: 20

With comments

Without comments

Components of good teaching practice evidenced in this video

• Enthusiastic

Our analysis

The lecturer relates the session to the students’ formative assessment blogs. Prior to this clip he had shown a film and music composition by a former student. He uses the problems the student previously to assist the current students to avoid the same mistakes. Through this activity, the lecturer clearly links the content of the session with its assessment, and demonstrates how students can avoid the pitfalls of others.

This clip also shows that the content is up-to-date with the subject and practice; and demonstrates the lecturer’s scholarship and enthusiasm for his subject and learning and teaching practice.