Each observation therefore took about 2 hours. Figure 1 illustrates the cyclical nature of the process. Peer Observation Process Bell , [ 8 ] ]. Prior to the observations, a pre-observation meeting was held to clarify the process and enquire of the teacher what they required from the review and to establish the context of the teaching event.
Topics covered at this meeting were;. During the observation notes were taken on the content, style and delivery of the teaching and these were used to inform the post observation feedback. The purpose of this was to help validate any observation made by the observer. The model of feedback for each peer observation was broadly based on the revised Pendleton rules [ 10 ]. If feedback is to be effective certain criteria must be met. Feedback should be:.
At the end of the feedback session the observer and the observee examined and discussed the results of the student questionnaire. Potential solutions to any concerns raised were collaboratively identified and discussed by the observer and observee. An important component of peer observation is the opportunity for teachers to reflect on their teaching in the light of feedback from observation.
All participants were invited to reflect on their observation and to send an email with comments on their experience of the process and what, if any, value it had for them as teachers. This informal approach was considered to be more likely to achieve a response rather than any structured or formal approach such as using a questionnaire. Reflective feedback from the teaching faculty on PoT was analyzed using qualitative methods. Data were analyzed using a grounded theory approach [ 12 ] with constant comparison.
The use of direct quotation gave additional richer perspectives on how, when and why certain observations were made [ 13 ]. Observation of teaching activities provided an opportunity to examine both content and delivery of individual course components so that suggestions could be made as to how these might be improved or refined. Some examples of these post-PoT recommendations to individual teachers are listed:.
The Peer Observation process was also useful to reinforce good teaching as the following letter extracts demonstrate:. Seven major themes emerged from the data. These were: usefulness and relevance; value of feedback, insight and reflection; non-threatening process; enhanced teaching quality; professional development; and the necessity of peer observation for Faculty development. PoT was overwhelmingly described by the Teaching Faculty as extremely useful, valuable and relevant to their teaching practice.
A major theme was that of the value of feedback. Teachers strongly valued receiving feedback from the observer and from students and thought that it improved their performance. Another major theme was that PoT gave teachers insight and promoted reflection on their teaching practice.
The overwhelming majority of teachers thought that the process of PoT was constructive and non-threatening, although the potential for the process to be threatening was acknowledged. The peer aspect of the process was also appreciated. Teachers described the tangible improvement in their teaching practice that had resulted from the detailed and specific feedback they had received from PoT.
The overwhelming perception of the teachers was that these changes had resulted in enhanced quality of learning for the students. Teachers thought that PoT enhanced their professional development and feelings of worth. Finally, PoT was described by teachers as a necessary and important process in a Teaching Program. The teachers advocated that PoT should be more widely implemented. I think not. This study has shown that PoT can be used as a technique both to update and refine the content and delivery of a well-established teaching course, and to provide useful feedback to teaching Faculty.
This technique is useful therefore, to Course Directors who rarely get on opportunity to see the fine detail of the content of course materials or to witness the interaction of teaching faculty and students in the front line. An example of this last point was the use of the Growth Charts for children rather than the World Health Organization growth charts in widespread use since in a teaching module on Normal Growth and Development.
Introduction of an impartial but informed observer into the teaching session has been shown to be a relatively straightforward way of keeping the course material up to date and refreshing and reaffirming the teaching style of the lecturers.
Teaching Faculty unanimously described the PoT process as very useful and relevant to their teaching practice and teachers appreciated the opportunity to discuss their teaching and to have constructive feedback. The success of this process was in no small measure related to the efforts expended on emphasizing that it was not an evaluative assessment but being applied by an equal as a professional developmental tool.
There is little doubt that when used in such a positive way peer observation encourages and supports teaching Faculty. However, as a GP questionnaire revealed, anxiety is likely to be provoked if PoT is imposed from outside and is not conducted by a peer [ 4 ]. Moreover, as noted in another study, PoT also gave the observing teachers the opportunity to reflect on their own teaching practice and to borrow effective teaching techniques [ 7 ]. This study has also shown how important it is to individual lecturers to receive immediate feedback from students.
It is based on this ongoing evaluation that we know that the course is successful in achieving its stated aims and objectives and that the great majority of students are satisfied with the organization and delivery of the course.
Nevertheless, only occasionally do individual teachers get singled out for special mention so the immediate feedback provided by the simple questionnaire designed for this study enabled lecturers to see how their own lecture was received by the students.
Not all comments from students were positive. The advantages of PoT when adopted in this developmental way are clear. Teachers described tangible improvements in the quality of their teaching and an enhancement of their professional development and worth. Nevertheless, it is important to emphasize the limitations of PoT. The method you use must record the information you need for the observation focus and the feedback discussion that will follow. Think carefully about which recording method to use.
Written analysis: This is an essential part of any peer observation, whether you use it by itself or with other observation methods. Written analysis is not an open-ended document that merely reflects your thoughts. It needs to keep to agreed criteria to make sure the observation is structured and focused. Written analysis could be:. Ethnography-style observation: This type of observation records factual descriptions of what the teacher is doing and what the students are doing.
You might observe the whole class or focus on specific groups of students or even just one student. Your aim is to gather as many details as possible during the observation, but not to make any judgements or comments. This recording method can be a powerful way of providing useful feedback to the teacher after the observation. It is a good way of staying neutral and putting the focus on the teacher, as it allows you to talk about specific choices the teacher made during the lesson.
The table below is one example of an ethnography-style observation. At minute intervals you record exactly what is happening in the classroom. The example below focuses on the actions of the teacher and one particular student student A. Checklists: A checklist is a useful, quick recording method of noting identified teaching and learning techniques. It could include the number of questions asked during the lesson by either the teacher or students or an agreed list of criteria to tick off when seen.
Checklists provide a snapshot of what takes places during a lesson. They can be limited in the feedback they produce, so it may be useful to add more detail where necessary to illustrate the points further.
Video camera: You may want to use a video camera to carry out an observation, as the recording can be used to form the basis of a powerful learning discussion. You can watch the recording many times, and it has the advantage of helping you to be objective about what happens in the classroom. A teacher can see how students respond to their teaching, which may be different from how the teacher thought they responded. It is a good idea for both teachers involved in the recording to agree on how they will use it to inform their conversation about feedback.
It may be an idea to sit down together to watch the video to make sure your analysis of what has been filmed is impartial. You need to prepare carefully for the discussion following the observation, as it needs to be constructive and based on mutual respect and trust. You may find the reflective questions in the table below useful. This is a model of teacher-led research, which originated in Japan and is used particularly in Maths and Science. They then work together to plan the observation lesson.
Detailed information is collected during the observation and forms the basis of feedback on how the lesson could be improved Wiliam, The diagram below outlines the lesson study cycle.
Which of the differences made by lesson study are most relevant to your students and school? It is common for teachers involved in lesson study to spend six months on developing a single lesson, so this model may not be practical for all teachers in this format Wiliam, However, you might want to try out a model of observation that is inspired by lesson study, adapting it to suit your own situation. The video gives us an example of this.
See the diagram below for a detailed outline. Instead, it involves two colleagues discussing the plan for the focus lesson in a meeting beforehand and the teacher reflecting after they have taught the lesson. While this may sound authoritative, it is not the case. Their role is to ask questions that encourage reflection and self-analysis.
This model emphasises the teacher as an individual and removes the anxiety that can come from being observed. This approach to observation focuses on teachers taking responsibility for their own professional growth, even when nobody is watching. We have introduced peer observation, lesson study and unseen observation in this guide.
Which model would best suit the needs of your learners, colleagues and school? It may be useful to consider the benefits and limitations of each model to help you make a decision. Do I have the support of my senior leadership team?
Peer observation may be an initiative that has come from the senior team. Have I reflected on my own teaching to identify areas where I can improve? While a peer can support you to think about an observation focus, it really should come from the teacher who is being observed.
The inspiration for the observation focus may come from a number of sources. It might have come from feedback from a more experienced colleague, something you want to try out from a training course you attended, or maybe from having observed a colleague previously. Who should I work with? If there is an opportunity to decide who to work with, think carefully about which colleague you feel you could learn the most from.
You may want to pair up with someone who approaches teaching in a similar way to you so you can imagine how to apply what you see in your own classroom. It may be that your school recommends pairings based on individual strengths. Either way, it should be a teacher you feel you can have an honest and open discussion with.
Reflect on your own experiences of observations. You have probably experienced observations before, either as an observer or as the teacher being observed. What did you find useful, and what would you do differently? Giving yourself the time to reflect on your own past experiences will help you to refine the process and make sure it is works for you and helps you to develop. As the observer, do I know what to do? Not every teacher involved with peer observation will have had the chance to observe a colleague before — this is a process of development for everyone involved!
Be open to feedback and take the time to reflect on your role as the observer. Bear in mind that you are not there to be the expert.
The diagram below has been adapted from Tilstone and could be a starting point to clarify your role as an observer. How can I make sure the process helps development?
It is difficult to avoid forming opinions of the teaching that you are observing, as forming opinions is a part of human behaviour. One way to avoid this during the observation is to record factual descriptions of what happens during the lesson, which you can then use as evidence during feedback. During this feedback, work with your peer to help them interpret the evidence for themselves, even if it is not the same interpretation you have. Read about peer observation.
There are many articles and blogs freely available online which cover different aspects of peer observation. While you are reading, think about any similarities to you and your school and how you can apply these to your own peer observation. Talk to colleagues. You may have colleagues who have taken part in peer observation.
By talking to them you can get advice on how to get the most out of the process, whether they encountered any problems or if they would approach any of it differently. Using the past experiences of your colleagues is a good way to learn about successes as well as any pitfalls to avoid.
These great outcomes are more likely if both parties of the observation have some shared assumptions about peer observation and use a careful and intentional process. While synchronous teaching sessions have traditionally been the primary focus of peer observations, many other elements of the design and practice of teaching and learning have substantial influences on the student experience of a course.
Expanding the scope of peer observation to include additional course elements positions your peer reviewer to comment on a fuller and more representative picture of your course. In flipped, blended, hybrid, or online courses, it may be useful to have a peer observer:. Most assessment experts and centers for teaching and learning recommend the following 3-step process.
Although most of the forms are rooted in some research about items that contribute to teaching effectiveness, they differ considerably in their style and priorities. For example, some focus more on instructor behaviors and others on what students are doing; some are holistic, and others more fine-grained; some require that the observer mainly describe, while others require more interpretation; some are checklists. Where possible, the instructor also records comments or questions about what happened.
The detailed log facilitates post-observation conversations about specific very effective or less effective moments during class. A Classroom Observation Checklist asks the observer to look for certain instructor actions and indicate whether they occurred and then prompt discussion about good practices.
While the coding scheme is fairly complicated, faculty can adapt the concept and create a simpler scheme. The Behavioral Engagement Related to Instruction BERI protocol, originally intended for large lectures, has an observer record behaviors reading, writing, engaged computer use, engaged student-student interaction, engaged interaction with instructor in a sample of students.
All forms have limitations, and no single observation can measure how much students learn, which is the ultimate goal of teaching. Whatever tools faculty decide to use, it helps to have considered and discussed in advance what the instructor will receive from the observer. Bandy, Joe.
Carl Weiman. The same site includes a Teaching Practices Inventory for self-assessment.
0コメント