Using Brookfield’s Lenses to Improve Your Own Teaching

Using Brookfield’s Lenses to Improve Your Own Teaching

Using Brookfield’s Lenses to Improve Your Own Teaching


Planning to use Lens 2 - The eyes of your learners.


Possible ways to gather student-derived evaluation data include

  1. Stop, start, continue - at the end of a teaching session ask students to call out or write on a post-it note one thing that they would like you to stop doing, one that they would like you to start and one which you are currently doing that they would like you to continue.
  2. Main Learning Points mini-questionnaire – at the end of a teaching session ask students to call out or write on a post-it note the three main things they have learned from the session. If you are brave, you can have the three main things your were trying to teach listed on a flip chart or projection page to reveal after you have gathered the students’ responses.
  3. Evaluation questionnaires - these can be qualitative open-ended questions or 'tick-box' questions. The quality of the data is usually better using the first, but can be time consuming (and potentially ego-damaging) to analyse.
  4. Group discussion - promote discussion about the teaching as well as the subject. Begin by asking students to brainstorm ideas about what is good and bad about the teaching and get them to rank or vote for what they think is most important to their learning. The advantage of this approach is that it gives students a sense of collective ownership of the teaching and development of the course.


Exercise

Provide a note on your experiences of using or participating in such activities:



Submit your answers


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