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4 Observing a peer. May 2, 2016. May 10, 2016. Peer observation is an important means by which the quality of teaching, and consequently student outcomes at university can be improved (Gosling 2002, Hammersley-Fletcher and Orsmond 2004, Race et al. 2009). The purpose of this formative process is that observer and observee engage in mutual reflection on a teaching session so that both can learn from it in order to inform future practice (Gosling 2002). Accessed 05 May 2016). Accessed 09 February 2016).

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christophmeyerpgcap | christophmeyerpgcap.wordpress.com Reviews

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4 Observing a peer. May 2, 2016. May 10, 2016. Peer observation is an important means by which the quality of teaching, and consequently student outcomes at university can be improved (Gosling 2002, Hammersley-Fletcher and Orsmond 2004, Race et al. 2009). The purpose of this formative process is that observer and observee engage in mutual reflection on a teaching session so that both can learn from it in order to inform future practice (Gosling 2002). Accessed 05 May 2016). Accessed 09 February 2016).

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christophmeyerpgcap | christophmeyerpgcap.wordpress.com Reviews

https://christophmeyerpgcap.wordpress.com

4 Observing a peer. May 2, 2016. May 10, 2016. Peer observation is an important means by which the quality of teaching, and consequently student outcomes at university can be improved (Gosling 2002, Hammersley-Fletcher and Orsmond 2004, Race et al. 2009). The purpose of this formative process is that observer and observee engage in mutual reflection on a teaching session so that both can learn from it in order to inform future practice (Gosling 2002). Accessed 05 May 2016). Accessed 09 February 2016).

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christophmeyerpgcap – christophmeyerpgcap

https://christophmeyerpgcap.wordpress.com/author/christophmeyerpgcap

4 Observing a peer. May 2, 2016. May 10, 2016. Peer observation is an important means by which the quality of teaching, and consequently student outcomes at university can be improved (Gosling 2002, Hammersley-Fletcher and Orsmond 2004, Race et al. 2009). The purpose of this formative process is that observer and observee engage in mutual reflection on a teaching session so that both can learn from it in order to inform future practice (Gosling 2002). Accessed 05 May 2016). Accessed 09 February 2016).

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5. Learning through play – christophmeyerpgcap

https://christophmeyerpgcap.wordpress.com/2016/04/29/5-learning-through-play

5 Learning through play. April 29, 2016. May 10, 2016. Back to the task at hand a key concept I needed to explain in an upcoming lecture was the idea of resource partitioning as a means by which the many species typically found in tropical animal communities are able to coexist. So, once my session partner Elizabeth and I had bought our items we ‘sold our bargains’ to each other and another team, capturing everything on video:. What do I take from this exercise for my future teaching? Meyer, J. H&#46...

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About Me – christophmeyerpgcap

https://christophmeyerpgcap.wordpress.com/about-me

Hi, my name is Christoph Meyer and I am a recently appointed. Lecturer in Global Ecology and Conservation. 4 Observing a peer. 5 Learning through play. 4 Observing a peer. 5 Learning through play. Create a free website or blog at WordPress.com.

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Professional Discussion – christophmeyerpgcap

https://christophmeyerpgcap.wordpress.com/professional-discussion

For our professional conversation we were asked to build a LEGO model to summarize our reflective learning journey on the LTHE module. Here’s mine:. Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own. Nikos Kazantzakis. Part of the aforementioned already demonstrates my commitment to following Chickering and Gamson’s (1987) seven principles of good...

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2. Tutor observation – christophmeyerpgcap

https://christophmeyerpgcap.wordpress.com/2016/05/01/2-tutor-observation

May 1, 2016. May 3, 2016. In preparing for this tutorial I thought that I wanted to part somewhat with the traditional model of seminar sessions, i.e. having student presentations followed by some question time, the latter, for various reasons (Fig. 1), more often than not being filled with awkward silence from the students. Fig 1: Examples of student responses on why they didn’t answer. From a blog post. I had come across the idea of self and peer assessment. The presentations. I was happy to see th...

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4 Observing a peer. May 2, 2016. May 10, 2016. Peer observation is an important means by which the quality of teaching, and consequently student outcomes at university can be improved (Gosling 2002, Hammersley-Fletcher and Orsmond 2004, Race et al. 2009). The purpose of this formative process is that observer and observee engage in mutual reflection on a teaching session so that both can learn from it in order to inform future practice (Gosling 2002). Accessed 05 May 2016). Accessed 09 February 2016).

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