Peer dialogue on teaching: guides and case studies
Introduction to peer dialogue on teaching
- What is peer dialogue on teaching?
Peer dialogue on teaching involves working with a colleague or a group of colleagues. You attend and observe each other’s teaching sessions or study online teaching activities/other resources. You discuss what’s going well, where improvements could be made and create a joint development action plan.
- Why is it important?
Peer dialogue allows teachers to benefit from each other's knowledge and experiences, and promote excellence of teaching within departments.
The focus of peer dialogue is on the student experience and how learning can be promoted through developing fresh approaches to teaching.
- Where can I find information on the Peer Dialogue Scheme?
The new Peer Dialogue Scheme is now a part of the UCL Academic Manual – the university’s institutional academic regulations, policies and procedures.
You can view the section here: https://www.ucl.ac.uk/srs/academic-manual/c6/pot
The Peer Dialogue scheme is open to all staff who teach
and/or support students’ learning at UCL. You have two options, and can choose
which to undertake in each academic year. You will also be most welcome to
include accounts of your ‘Peer Dialogue Scheme’ activities in your applications
for UCL Arena Fellowship.
All UCL staff are invited to attend an information session designed to consider how to develop your teaching with colleagues and enhance student learning. You'll also look at the rationale for peer dialogue and hear from staff who are currently running peer dialogues across UCL and will get the chance to start sketching plans for engaging with the Scheme.
Sessions exploring this topic will run during 2016-2017. If you would like to discuss how you can engage with the Peer Dialogue Scheme, please mail email@example.com
“UCL Arena One has helped me to think differently about my teaching,” says PhD student Spyridon (Spyros) Poulimenos
He shares how his teaching has developed through the UCL Arena One fellowship application process and explains some of the techniques he has adopted.
Published: Dec 7, 2015 12:51:24 PM
Postgraduate students are assisting Global Citizenship Voluntary Sector Programme session leaders through a bespoke ‘volunteer teaching supporter’ role. Taz Rasul (Programme Co-ordinator), Vicki Baars (Session Leader) and Imogen Long (Volunteer Teaching Supporter) discuss what this involves and why it’s beneficial for everyone.
Published: Dec 7, 2015 11:13:46 AM
Ignacia Ossul and Jack Davy took on the role of ‘Navigators’ during the two-week Global Citizenship Programme, a position where they supported undergraduates’ learning whilst building upon their own teaching experience.
Published: Sep 17, 2015 12:55:46 PM
Working with E-Learning Environments, UCL Arena Teaching Associate Programme leaders in CALT have been trialling Workshop (Moodle’s peer assessment tool) to run a peer review activity with participants. Now on the second iteration, Dr Mira Vogel reports on some opportunities and lessons learned.
Published: Jul 31, 2015 9:29:59 AM