Keele University, Computer Science Department

Buddy system guidelines 1999/2000

Stephen Bostock

We have agreed to try a buddy system as a way of gaining helpful criticism of the teaching of modules and spreading good practice. It is intended to be supportive and developmental, to improve all of our teaching, and so enhance student learning. We review each others' teaching in various ways already - shadowing exam questions, in course team meetings, exam boards and sometimes together in labs. A buddy system is just a more systematic way of reviewing the teaching of a whole module. (Throughout, the word 'teacher' is used neutrally to mean the module coordinator.)

The aim is improve practice in both the buddy and the teacher. The buddy will see how someone else tackles problems similar to their own, and will reflect on that, while the teacher will receive the benefit of those reflections as comments. So that comments are seen as professional rather than personal, simple forms will be used for recording them. Nonetheless, our system should

• be flexible and adaptable to teaching contexts and styles
• inform the teacher of possible staff development needs
• help staff with any difficulties they or their buddy identify.

There is more than one way of being a good teacher so we cannot be too prescriptive in our comments or the way we record them. We will review the procedure and forms after this year's use.

Our system is not primarily concerned with the observation of face to face teaching, but with all the effectiveness of all aspects of a module including:

• the curriculum and learning objectives, based on module documentation
• the resources provided to students
• the use of teaching/learning methods like lectures, practicals, tests and feedback
• the student response to the methods
• the appropriateness of assessment methods.

The procedure is as follows.

1. A buddy looks at the module documentation.
2. Buddy and teacher agree which sample session of each teaching method (lecture, tutorial, lab) the buddy will observe, spread throughout the module.
3. After each observation (see the protocol below) the buddy completes form A (used as appropriate but including the starred items) and copies it to the teacher. A later discussion may be helpful for clarification but it should not become a debate or argument - the idea is to get someone else's view even if we don't agree with it.
4. The buddy looks at the assessment, the coursework and exam questions, and sits in on the internal examiners meeting for that module.
5. The buddy completes form B, (used as appropriate but including the starred items), adds any further observations, and copies it to the teacher.
6. Both buddy and teacher should keep copies of the forms or other feedback given. It might be useful as part of the end-of-course module report form, or in the teacher's appraisal, as they see fit.

A protocol for observing face-to-face teaching:

1. Arrange with the teacher which session to observe, as a typical session.
2. Arrive in advance.
3. Get the teacher to introduce you and explain that you are a passive observer as part of a scheme of peer observation.
4. Sit at the back and take notes discretely to record what happens and when, as an aid-memoire.
5. At the end, or soon after, note the session's strengths and weaknesses using form A, amended as appropriate.
6. Copy the form to the teacher, and keep a copy.
7. Offer to clarify the points you have made.

Stephen Bostock 10/10/99

Buddy system guidelines.doc

 

 

 

Form B, Report on the module

Teacher:                          Module:                                   Year:                    

                                    Add comments below:

Clarity, validity and appropriateness of learning objectives
Appropriateness of module content for achieving learning objectives
Appropriateness of teaching/learning methods for achieving them
Planning and organization
Effectiveness of learning resources (including software, labs, notes..)
Appropriateness of feedback methods
Appropriateness of assessment methods
* What worked well in the module? (up to 3, in priority)
* How could the module be improved? (up to 3, in priority)
What did you (the buddy) learn for your own teaching?

 

Buddy (Signed) ………………………. Date …………………………..

 

Form A - Report of observation of a face-to-face teaching session

Teacher:                          Module                           Lecture/lab:

Date:                              Time:                             Add comments below

Objectives made clear to students?
Pace, timing?
Any accommodation to different learning styles?
Student activity, participation?
Use of learning resources?
Use of presentation aids?
Clarity of delivery?
Management /facilitation of student discussion or activity
Flexibility, responsiveness to student participation
What worked well? (up to 3)
* How could the session have been improved? (up to 3, in priority)
What did you (the buddy) learn for your own teaching?

Buddy (signed) ………………………………………. Date ………………………..