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High-Quality Teaching Presentation Review

Stav, Sam, and Jess received positive feedback on their workshop presentation skills and creativity in engaging students. The tutor praised how they delved into an activity with a clear summary and reflected afterwards. Some students felt they could have provided more context upfront. Key strengths included planning, preparation, engaging activities, and playing student roles well to explore classroom environments. The tutor suggested considering whether whole group sharing is always needed and providing expectations and time limits for group work. Overall, the presentation was a creative example of using feedback within an engaging activity, and the group worked well together and encouraged discussion.

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105 views2 pages

High-Quality Teaching Presentation Review

Stav, Sam, and Jess received positive feedback on their workshop presentation skills and creativity in engaging students. The tutor praised how they delved into an activity with a clear summary and reflected afterwards. Some students felt they could have provided more context upfront. Key strengths included planning, preparation, engaging activities, and playing student roles well to explore classroom environments. The tutor suggested considering whether whole group sharing is always needed and providing expectations and time limits for group work. Overall, the presentation was a creative example of using feedback within an engaging activity, and the group worked well together and encouraged discussion.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Summary Comment and Grade

Stav, Sam and Jess your presentation/ teaching skills are of a very high standard and the
creativity that you injected into the session made it very enjoyable! I really liked how you quickly
delved into the activity giving us a clear summary of what had come before us. Some comments
that I heard from others was that you could have included a ‘where we are heading or what we are
focussing on today’ prior to the activity, however sometimes flipping it to do the experiment first
and then reflect is useful too! Here are some other points:

Stand outs:

 You have given clear consideration and excellent planning into your workshop
 You were well prepared (albeit the unhelpful photocopier!) and organized.
 The activities that you set us were engaging and different!
 I really enjoyed the opportunity to ‘feel like the student’ and reflect on that (as Jack
mentioned in class) and Jess & Stav you played that role well and created an
uncomfortable environment. So we explored exactly how students would feel when spoken
to in a punitive way and what environment it created – risk taking or not! This was
unpacked after the session, which was great to visit.
 The comparison then to Sam’s way of engaging the class – using scaffolding to support our
understanding of the task, the use of tactical ignoring, addressing inappropriate behaviours
respectfully, holding high expectations of us all supported the MLE principles. However I
think you needed to connect a little more clearly to the language of the readings and this
may have appeared clearer to us, e.g. because we were engaged in the activity we didn’t
notice that you were doing proximity work and checking in – so sharing that was good but
really connecting it with specific readings would have consolidated your message.
 You gave a couple of good examples of how to refocus students in the whole group
discussion – you could have made more specific different examples of educative feedback
specific to certain behaviours.
 Jess I liked the way you offered another alternative to summarizing the small group work by
listening to groups and then you giving a short summary rather than ask for each groups
input!

Things to consider:
 Whole group sharing – is it always appropriate/ necessary to share as a whole group after
we have been involved in small group discussion or are we just rehashing? Does it
become then too predictable? Does it serve our intentions to keep it at the small group
chat? (Maybe a couple of groups share and then ask for things to add? Or teacher
summary as Jess offered)
 Giving clear expectations for groupings i.e. how many? Who goes with whom? And a clear
time limit allows for structure/ time reference but also allows students to take more risks
when they don’t have to think about ‘finding a group’.
 Maybe some clear questions for your feedback to ask them what they got out of your
session in relation to the topic.

Overall your presentation was a wonderful, creative example of how to use educative feedback
within an engaging activity. You worked really well together, transitioned well between activities
and encouraged solid discussion. Well done Stav, Sam and Jess!
Grade: Distinction

Tutor: Lisa Mahoney

The Graduate qualities being assessed by this assignment are indicated by an X:


GQ1: operate effectively with and upon a body of
GQ5: are committed to ethical action and social responsibility
knowledge

X GQ2: are prepared for lifelong learning GQ6: communicate effectively

GQ3: are effective problem solvers GQ7: demonstrate an international perspective

X GQ4:can work both autonomously and collaboratively

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