Peer Observations
Advice and suggestions for H.E. colleagues - M Compton-2016
About this resource
Peer observation opportunity on the PGCert HE
Who benefits?
In other words, this is a process that should benefit BOTH parties. To be successful, the mindset, interactions and communication need to be mutually understood and honoured.
Bell, A., & Mladenovic, R. (2008). The benefits of peer observation of teaching for tutor development. Higher Education, 55 (6), 735-752.
Hendry, G. D., Bell, A., & Thomson, K. (2014). Learning by observing a peer’s teaching situation. International Journal for Academic Development,19 (4), 318-329.
Interactive video
One way to look at it
From the top: you first make sure you are clear and have a shared understanding of the peer observation process and what its goals are. In our case it is all about developing ourselves as teachers and the learning should be for both the observed and the observer ('Mindset'). Then meet (face to face if possible or via online communication or phone if not) to discuss the focal areas. These may (or perhaps even should be?) areas that you or other have previously identified as areas for development or experimentation). Then the peer observation takes place- an hour is typical but they can last longer if the context suits/ requires it. Feedback and debriefing are better if done soon after the session but it is worth making time for both the observer and the observed to reflect a little on the session. During the debrief/ feedback it is important to recall the 'mindset' and understand that the focus is on teaching, learning and assessment, NOT on the individual teacher. Allow time for the teacher to reflect openly, ensure when giving feedback you identify the effective aspects before dealing with areas that did not work so well.
HEA Materials
What is effective teaching?
Here is a list of 13 characteristics of 'good teaching' (Ramsden 1992) that might help focus your feedback, especially in terms of identifying positive aspects:
· A desire to share your love of the subject
· An ability to make the material stimulating and interesting
· A facility for engaging with students at their level of understanding
· A capacity to explain the material plainly and helpfully
· A commitment to making it absolutely clear what has to be understood, at what level and why
· Showing concern and respect for students
· A commitment to encouraging student independence and experiment
· An ability to improvise and adapt to new demands
· Using teaching methods and academic tasks that require students to learn actively, responsibly and through cooperative endeavour
· Using valid and fair assessment methods
· A focus on key concepts and students’ current and future understanding of them, rather than just on covering the ground
· Giving high quality feedback on students’ work
· A desire to learn from students and others about the effects of your teaching and how it can be improved
Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge