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Peer Review and Enhancement: Feedback

Giving and hearing feedback

 

Constructive feedback

We try to give feedback that is constructive and is presented as a coaching conversation. Remember, while it is good to share good practice, this is about the observee, not the observer. 

  • Feedback discussion should begin with the reflections of the observee.
  • As the Observer, it is better for you to ask for self reflection, rather than tell the observee how it has gone.
  • Your feedback should focus on the agreed outcomes from the pre-observation meeting. 
  • Begin the discussion with a positive observation. 
  • Focus on feedback that relates to behaviours or actions that can be changed, and use specific examples.
  • Make feedback constructive and offer positive suggestions. 
  • Use questions to guide the conversation. 
  • End on a positive note!

Questions for reflection

 

Curriculum Intent

Talk me through your curriculum intent (ie the aims of your subject/module and the knowledge, skills, and behaviours you expect your Apprentices to develop through this module).

  • How did you decide on this?

How do you communicate your curriculum intent to the Apprentices?

What might you do to improve the Apprentice understanding of how the lesson fits with or could help shape their long-term career goals?

Support, Challenge & Inclusion

How did you create an inclusive environment that promotes equality of opportunity?

How did resources, delivery, activities, and assessment promote inclusion of neurodiverse Apprentices?

How were resources, delivery, activities, and assessment designed to promote inclusion of individuals and diverse groups of Apprentices (including Apprentices with specific learning differences)?

How were activities modified to meet the needs of Apprentices who have had varying degrees of experience of ‘on-the-job’ training?

How did you implement ‘reasonable adjustments’ for the Apprentices in this group to ensure an inclusive learning experience?

Who struggled the most?

  • How could you have supported them further?

How did you modify activities to challenge Apprentices making greater progress?

How were you able to challenge Apprentices to extend learning further? (use Apprentice examples here)

How did you create a safe space for class discussion which promoted freedom of speech?

Learning Design

How have you sequenced the content of your module/sessions across the year?

  • Why have you approached it in this way?

How has the way the module/subject assessed influenced your planning?

  • For example - Exam / Coursework / Synoptic assessment / Presentation / Practical assessment

How have you applied learning theory or research to your approach?

  • For example – Spiralling / Interleaving / Spaced repetition / Block and Blend / Authentic Assessment

How has content been sequenced so new knowledge and skills build on what Apprentices can already do?

How do you help Apprentices remember content and apply this knowledge to other concepts or practical experiences?

How do you promote active, collaborative, independent or research-informed learning?

Instruction & Delivery

Talk me through how you set and share your objectives with Apprentices?

  • Why do you use this approach and how do you know it's successful?

Talk me through how you use questioning to check learning and challenge your Apprentices?

Talk me through the resources you used and why you chose them?

  • How did they add value to the session and the learning?

How do you use technology to enhance the learning experience?

Assessment for learning

Tell me about why you chose the methods that you did to assess learning?

  • How successful were these?
  • Did all Apprentices understand what you had intended for them to learn?
  • How do you know this?

How did you/could adapt the rest of the session based upon the outcomes of your learning checks?

Engagement & Enjoyment

How do you communicate yours and the Universities expectations of Apprentices?

  • How successful do you feel this is and why?

What has worked well with your Apprentices in improving their punctuality and attendance?

  • ls there anything that you could do differently?

How do you set high expectations for study outside the classroom with your Apprentices?

  • Do your Apprentices engage with learning activities outside of the classroom?
  • What could you do to enhance Apprentice engagement with learning activities outside of the classroom?

Links-in-Learning

How did you create space in the session for discussion of contemporary topics of social justice (including, Sustainable Development) or promotion of British Values and PREVENT?

Where were there opportunities to champion Equality & Diversity in the context of the lesson or subject matter?

How did you make links between the content and ‘on-the-job’ training experiences or professional behaviours?

Were there contextualised opportunities for Apprentices to practise their Maths, English (including speaking and listening skills) or ICT skills?

  • What further contextualised opportunities could you implement to encourage the development of Maths, English (including speaking and listening skills) & ICT skills?

Plenary & next steps

What does your lesson end look like and why do you plan it this way?

  • How does this consolidate learning or prepare Apprentices for follow up sessions?

Hearing feedback

The feedback you receive should be constructive, but it may not always be positive. 

  • Ensure that the type of feedback and areas of focus you want have been agreed in advance. 
  • Be ready to accept honest feedback and constructive criticism.
  • Be self-reflective.
  • If you don't understand - ask for clarification and specific examples. 
  • Attempt to find solutions to address less effective practice.
  • Ask for ideas, resources, examples for other ways of doing things. 
  • Develop an action plan from the feedback you have received.
  • Consider how you can share your good practice, perhaps by offering a CPD session.