This resource will guide you through the process of peer observation from the observer's perspective. It will give some practical guidance to help you make the most of each stage in the process, as well as some pointers about how you can develop as an observer.
Observing a Teaching Session
- Purpose: review the principles of the peer observation scheme. Consider how observing the session may be useful to you and/or others.
- Context of the observed session: check details of the session, class profile, stage of the course, learning space, key intended learning outcomes etc.
- Focus: discuss and agree what the teacher would like particular feedback / further conversation on (e.g. instruction giving; checking learning has occurred; use of atechnique or technology etc).
- Position: sit where suggested by the teacher, somewhere students can easily be seen and heard. Do not participate in the session.
- Focus: note how the technique, technology etc under discussion works. Think about What if - ? questions, regarding different class profiles, choice of technique, different ways materials and resources could be used, etc.
- Learning opportunities: note the different learning opportunities made available to students. What can you see from the students’ point of view at different points? (eg. you may makes notes on student engagement, inclusivity, motivation to stay on task etc).
Note: The University Teaching Academy has provided a range of forms to facilitate observation records; your local education lead may prefer consistent use of one type.
- Focus: what did you note regarding the particular focus agreed upon, and what more general and/or deeper issues arise from these points (e.g. underlying values and beliefs about learning and teaching)?
- Purpose: what did you find useful/interesting about the session? Could any aspects be usefully shared?
- Record: according to your local scheme, record the observation occurrence appropriately (but keep details of the observation itself as confidential between the two of you).
Developing as an Observer
This resource will guide you through the process of peer observation from the observer's perspective. It will give some practical guidance to help you make the most of each stage in the process, as well as some pointers about how you can develop as an observer.
To help organise your observation, it will be useful to take note of the different types of activities on offer, including the various skills involved.
Consider:
- Is there reasonable task variety?
- Is there a balance of 'busy' and 'thoughtful' work?
- Could you suggest tried-and-tested task alternatives to extend repertoire?
- As an observer you can also tell if certain students seem isolated, or unable to tackle certain tasks; take note of these for discussion later.
The observer can reflect back on how the different stages of the session are presented. It is easier to check clarity of instructions, both written and verbal, from the sidelines. If students need to move, swap papers, use equipment etc, is this achieved with minimum fuss? If so, how was this done? Could any effective classroom management techniques be shared more widely?
The observer can note instances where tasks relate clearly to 'real life' scenarios, or involve applying previous knowledge, or any other aspect indicated in the learning outcomes. If there is a particular programme-level observation focus, such as employability, special attention should be paid this aspect, including the finer details of case studies, authentic materials and any technologies used, as the session may suggest useful ideas to be disseminated more widely.
One of the forms below may be used to help structure the observation:
- Structured observation formfile_download
- Semi-structured observation formfile_download
- Open observation formfile_download