Support and observations

Why?

To work collaboratively on designing or improving your lessons to suit your needs and preferences.

During the session

• Getting to know you and understanding your needs - A more detailed discussion of your preferences, your expectations, the lesson you’d like to work on, and any topics you’re unsure about.
• Based on this, the instructional designers will make proposals for developing the course in the direction desired by the teacher. These may cover:
  • Course structure, facilitation techniques, examples of best practice
  • Getting to grips with tools or tool features
  • Referral to resources (training, case studies, research articles, bibliography)
  • The development of specific resources
• Depending on the proposals selected by the lecturer, actions are defined for the lecturer and, where appropriate, for the learning designers to implement.
• A decision is made on whether or not to schedule a further working session. Regular reviews may take place to adjust the actions as required.

The meeting can take place in person or remotely and may require more than one session depending on the topics you wish to work on.

Examples of topics: non-exhaustive list
Assessment: Methods (formative, summative, etc.), creation of assessment grids or tools.
Engagement: Student motivation, mixed ability groups, facilitating interactive activities.
Design: Structuring teaching sequences, creating resources (slides, exercises, videos).
Digital tools: Using Moodle; setting up activities.

Why ?

Receive feedback and actionable suggestions for improving one or more aspects of your teaching.

During the initial meeting

• Understanding your needs: A discussion to clarify your objectives, expectations, and the course context (student level, format, specific challenges). The observation can focus on:
  • Clarity of instructions and course structure.
  • Interaction with students (questions, participation, inclusivity).
  • Time management and activity organization.
  • Use of teaching materials (slides, whiteboard, digital tools).
  • Classroom atmosphere and student motivation.
• Selecting the session(s): Choose the most relevant class session(s) to observe based on your goals.
• Scheduling the debriefing session: The meeting can be held in person or remotely.

During the observation

• The instructional designer attends the class without intervening and takes notes on the session.
• After the session, they send you a document to complete to prepare for the debriefing.

After the observation – Feedback and support

• Based on the document you filled out, you share your analysis of the class session in relation to the predefined focus areas.
• In addition to the debriefing, the instructional designer provides written feedback, highlighting:
  • Observed strengths.
  • Concrete suggestions for improvement.
  • Relevant resources (articles, training, best practice examples), if applicable.
           Confidentiality guaranteed: Only you and the observer have access to the feedback.
• Optional follow-up: You may schedule a second observation or personalized support if needed.