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Observation and Peer Review
Dr Martina Johnson26 May 2016
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Aims
To introduce you to the practice of peer observation of teaching
To equip you with some tips and techniques related to observing and being observed
To discuss what effective feedback is
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Learning outcomes
By the end of this session you should be able to:
• Describe the purposes and benefits of peer observations
• Describe the process of peer observation
• Explain what constructive feedback is
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Overview
• Peer observation of teaching – what, why
• Anxieties
• Benefits
• Process
• Tips and strategies for observer and observed
• Feedback
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What is peer observation of teaching?Observing a colleague while they are teaching and providing them with feedback
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Why peer observe?
- Evaluation
- Development
- Peer review
“Observation is the most powerful tool for becoming better at teaching.” Sara Bubb, Institute of Education, London
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AnxietiesWhat are the risks in being peer observed?
What are you anxious about?
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Common anxieties• The class won’t engage
• Timings
• Students might ask questions I can’t answer
• Murphy’s Law
• Consequences of observation
• Nerves
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What are the benefits?
The observer
The observed
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Benefits of peer observationObserved
• Get feedback on aspects of your teaching
• Self-reflection
• Improves effectiveness of teaching
• Encourages collegiality and peer support
• Provides a plan for professional development
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Benefits of peer observationObserver
• Support peers/collegiality
• Learn something new
• Different teaching style
• Increased confidence
• Encourages debate and dissemination of good practice
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Process
Pre-observation
Observation
Post-observation
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Process -Pre-observation:• Prepare lesson plan incl learning outcomes
• Reflect on what you would like observer to focus on
• Complete pre-session plan
• Practical arrangements: where, when, how long, report sheet
• Agree when debrief/feedback will take place
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Process - Observation
Think about where observer should sit
Have copies of any handouts
Welcome and introduce observer to students
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Process – Post-observation• Debrief – immediately or soon afterwards
• Reflection – “hot” and “cold”
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Two-way process
Observed is provided with feedback on session
Observer can learn from process
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What should I observe?
No set criteria
Examples: innovative teaching method, classroom management, voice projection, student engagement, resolving problem, content, activities, body language, etc
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Tips - observedChoose your observer carefully
• Good rapport/trust
• Same subject area or different?
• More experienced?
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Tips – observed (cont) Set enough time aside for
• Pre-observation: preparation, briefing the observer
• Observation
• Post-observation: debriefing, reflection
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Tips - observed (cont)
• Clarify expectations
• Agree on peer observation form
• Inform students that observer present
• Make it a learning experience
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Tips - observer• Try and stay objective, work within agreed
format
• Try not to compare with your own teaching style
• Do not intervene
• Respect confidentiality
• Make it a learning experience
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ObserverSit at back
Make notes
• Directly on form
• Use time frame – every 10 mins check what students doing, interaction
Focus on requested points but also observe other aspects
No universal criteria
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Feedback• Most crucial part of observation
Exercise: 3 volunteers
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Volunteer 1
Remain silent while volunteer is doing task
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Volunteer 2Non-specific feedback“you throw like my brother”
“nice try”
“good shot” (even if it isn’t)
“The first throw was closer”
After 6th shot “ the second shot was really good”
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Volunteer 3
Specific feedback“throw a little further”
“more to the right”
“not as far as that”
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What is good feedback
Work in groups to make a list
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Feedback
• First encourage observed to articulate their experience of session
• Inform observed of strengths
• Discuss areas of improvement, encourage reflection on possible development areas
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Constructive feedback• Give positive before negative
• Describe rather than judge
• Be encouraging
• Praise strengths
• Be specific, give details
• Concentrate on what can be changed
• Offer alternatives
• Take responsibility for your feedback (I think that…)
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References• Peel, D. (2005) Peer observation as a transformatory tool? Teach
Higher Educ 10, 489-504
• Siddiqui, Z., Jonas-Dwyer, D. & Carr, S. (2007) Twelve tips for peer observation of teaching, Medical Teacher, 29, 297-300
• Bell, A. & Mladenovic, R. (2008) The benefits of peer observation of teaching for tutor development, Higher Education, 55 (6) http://link.springer.com/article/10.1007%2Fs10734-007-9093-1
• Pocketbook: Lesson Observation Pocketbook, Roy Watson-Davis 2009, Management Pocketbooks Ltd