THE IIE’s VARSITY COLLEGE

PEER REVIEW AT THE IIE:

PROMOTING THE DEVELOPMENT
OF LECTURERS
Durban North campus
 The Learning Loop visual
 Annexure 1: completed by lecturer
 Annexure 2: completed by reviewer and lecturer
 Annexure 3: completed by reviewer
 Annexure 7: completed by reviewer, scanned and filed
 LECTURER: PEER REVIEWER:

Annexure 1: PRE and POST DISCUSSION TOOL – THE REFLECTIVE PRACTITIONER

The Learning Loop depicts all the components of Teaching-and-Learning within The IIE VC context. It highlights the continuous nature of student learning which is the
responsibility of both the lecturer and the student.

Reflect on your experiences of Teaching-and-Learning in The IIE Higher Education context. ‘The Learning Loop’ (attached) and the following focused questions will guide
your reflection and support your development in teaching-and-learning. Please complete these sections independently to discuss with your peer reviewer.

PRE-DISCUSSION POST-DISCUSSION
Questions Commentary Questions Commentary
What is your understanding Yes they did, Joanne was extremely helpful in
of this model for Teaching- Did the collaborative learning assisting with the design of an appropriate

To be completed after lecture and before feedback session

and-Learning? design and chosen activity and fun activity-based lesson.
To be completed before collaborative planning session

meet your expectations?

Yes. There was a visual activity included to

Where in the Learning Loop Do you believe it led to student reinforce theoretical knowledge. This is
do you believe your learning and why? always beneficial in enforcing student
greatest strengths lie? learning.

Where in The Learning Loop My ability to plan fun and activity-based

do you believe you need What would you like to lessons such as that prepared with the help of
further development and develop further moving Joanne!!
support? forward?

How do you plan A creative mind!!!

opportunities for self-study Staffs at VC like Joanne!!!
What will you need?
and promote student self- January 2020!!
Who will support you?
directed learning within
When you would you like to
your modules?
meet this objective?
 Annexure 2: COLLABORATIVE PLANNING
Together with your peer reviewer, decide on a core activity/skill that you would like to explore to develop your teaching practice.

What do you want to do?

Why have you decided on this?

How will you implement it?

ANNEXURE 3: LESSON FEEDBACK

CRITERIA CONSIDERATIONS COMMENTARY

Subject knowledge  Expertise in the subject area and
knowledge of the module and its’
learning outcomes evident
 Relevant application and practical
links made where appropriate
 Evidence of keeping abreast with
current academic and industry
developments
Pedagogic Skill  Teaching strategy is appropriate for
the learning area
 Teaching technique stimulates
interest and thinking about the
subject matter
 Student understanding regularly
monitored to ensure learning has
taken place
Learning design /  Activity suited to the content and
activity context
 Encourages student engagement and
active learning
 Teaching artefact is effective in
promoting student learning
 Higher level thinking skills encouraged
Interpersonal Skill  Ability to manage general classroom
and student to student interactions
 Student participation encouraged and
valued
 Supportive learning environment
created
 Positive rapport with students evident
 ANNEXURE 7: SUMMARY OF OUTCOMES

Details of the employee

Surname and Initials: Employee Number (if relevant):

First Name/ s: ID Number:

Position Peer Reviewer:

TEACHING ACTIVITY CENTRAL POINTS OF FEEDBACK SUGGESTED FURTHER ACTION PROPOSED EVIDENCE OF FURTHER ACTION DESIGNATED
BY THE LECTURER DEADLINE FOR SUPPORT
FURTHER ACTION

Lecturer: ____________________________________ Peer Reviewer: ___________________________________ Date: _______________

Lecturer Support and follow up (Completed by Designated Support as a follow-up to the summary of outcomes).
DATE SUGGESTED FURTHER ACTION BY ACTION TAKEN IMPACT OF ACTION TAKEN EVIDENCE OF IMPACT SUGGESTED FURTHER ACTION BY THE
THE LECTURER LECTURER