Peer observations¶
I think peer observations are a useful learning experiences to get better at teaching.
My favorite peer observation model is the 'peer review model' [Gosling, 2002],
that has the goal 'engagement in discussion about teaching; self and mutual
reflection'. Here are the characteristics:
| Characteristic | Peer Review Model [Gosling, 2002] |
|---|---|
| Who does it & to whom? | teachers observe each other |
| Purpose | Analysis, discussion, wider experience of teaching methods |
| Outcome | Non-judgemental, constructive feedback |
| Status of evidence | peer shared perception |
| Relationship of observer to observed | equality/mutuality |
| Confidentiality | Between observer and the observed - shared within learning set |
| Inclusion | all |
| Judgement | Non-judgemental, constructive feedback |
| What is observed? | Teaching performance, class, learning materials |
| Who benefits? | Mutual between peers |
| Conditions for success | Teaching is valued, discussed |
| Risks | Complacency, conservatism, unfocused |
My favorite way to do peer observation is based on the tips from
[Siddiqui et al., 2007], with the most important practical
one is to schedule a session before and after the observation
to discuss, for a duration of 45 minutes each.
| Tip | Title, from [Siddiqui et al., 2007] |
|---|---|
| 1 | Choose the observer carefully. |
| 2 | Set aside time for the peer observation. |
| 3 | Clarify expectations. |
| 4 | Familiarise yourself with the course |
| 5 | Select the instrument wisely |
| 6 | Include students. |
| 7 | Be objective |
| 8 | Resist the urge to compare with your own teaching style |
| 9 | Do not intervene |
| 10 | Follow the general principles for feedback |
| 11 | Respect confidentiality. |
| 12 | Make it a learning experience |
Peer observations overview¶
Here are my English peer observations
| When | Observee | Observer | Observation text |
|---|---|---|---|
| 2023-08-24 | Eli | Me | On paper only |
| 2025-02-10 | Me | Jayant Yadev |
Peer observation minor literature review¶
The goal is to find out how to best do peer observation of teaching. I searched Google Scholar for 'peer observation of teaching' and go through the first 10 hits.
Then I rate the usefulness of a paper based on its title:
| Reference | Useful | Title |
|---|---|---|
[Bell et al., 2008] |
Not | The benefits of peer observation of teaching for tutor development |
[Siddiqui et al., 2007] |
Yes | Twelve tips for peer observation of teaching |
[Fletcher, 2018] |
Maybe | Peer observation of teaching: A practical tool in higher education |
[Gosling, 2002] |
Yes | Models of peer observation of teaching |
[Donnelly, 2015] |
Maybe | Perceived impact of peer observation of teaching in higher education |
[Sullivan et al., 2012] |
Maybe | Peer observation of teaching as a faculty development tool |
[Yiend et al., 2014] |
Maybe | Peer observation of teaching: The interaction between peer review and developmental models of practice |
[Kohut et al., 2007] |
Maybe | Peer observation of teaching: Perceptions of the observer and the observed |
[Carroll and O'Loughlin, 2014] |
Maybe | Peer observation of teaching: enhancing academic engagement for new participants |
[Bell and Cooper, 2013] |
Maybe | Peer observation of teaching in university departments: A framework for implementation |
Starting from the two most useful papers:
[Siddiqui et al., 2007] has these tips:
- Tip 1: Choose the observer carefully. I think I do so.
- Tip 2: Set aside time for the peer observation. That is, for each of the three stages (pre-observation, the observation itself and the post-observation) schedule 45 minutes at minimum
- Tip 3: Clarify expectations.
- My general expectation: to discuss teaching respectfully with the observed lesson as the subject (i.e. tip 12)
- When observed, I expect the observer not to interfere with my teaching (i.e. tip 9)
- When observing, I expect the teacher to have thought of how to deal with my presence (e.g. where do I sit, how to include the students (i.e. tip 6))
- Tip 4: Familiarise yourself with the course
- Tip 5: Select the instrument wisely
- Tip 6: Include students.
- Tip 7: Be objective
- Tip 8: Resist the urge to compare with your own teaching style
- Tip 9: Do not intervene
- Tip 10: Follow the general principles for feedback
- Tip 11: Respect confidentiality.
Here I should be clear what I put online and what not:
- When I am observed, I enjoy to upload it as-is
- When I am observing, I leave it to the observee what to do with my notes
- Tip 12: Make it a learning experience
[Gosling, 2002] states that there are three main observation models:
- evaluation model
- development model
- peer review model
The most relevant here is the 'peer review model', as its purpose is 'engagement in discussion about teaching; self and mutual reflection'
| Characteristic | Evaluation Model | Development Model | Peer Review Model |
|---|---|---|---|
| Who does it & to whom? | Senior staff observe other staff | Educational developers observe practitioners; or expert teachers observe others in department | teachers observe each other |
| Purpose | Identify underperformance, confirm probation, appraisal, promotion, quality assurance, assessment | Demonstrate competency/improve teaching competencies; assessment engagement in discussion about teaching; self and mutual reflection | Analysis, discussion, wider experience of teaching methods |
| Outcome | Report/judgement report/action plan; pass/fail PGCert | Report/action plan; pass/fail | Non-judgemental, constructive feedback |
| Status of evidence | authority | expert diagnosis | peer shared perception |
| Relationship of observer to observed | power | expertise | equality/mutuality |
| Confidentiality | Between manager, observer and staff observed | Between observer and the observed, examiner | Between observer and the observed - shared within learning set |
| Inclusion | Selected staff | Selected/sample | all |
| Judgement | Pass/fail, score, quality assessment, worthy/unworthy | How to improve; pass/fail | Non-judgemental, constructive feedback |
| What is observed? | Teaching performance | Teaching performance, class, learning materials | Teaching performance, class, learning materials |
| Who benefits? | Institution | The observed | Mutual between peers |
| Conditions for success | Embedded management processes | Effective central unit | Teaching is valued, discussed |
| Risks | Alienation, lack of cooperation, opposition | No shared ownership, lack of impact | Complacency, conservatism, unfocused |
I think this is good enough for now,
with [Siddiqui et al., 2007]
being a perfect starting point.
References¶
[Bell et al., 2008]Bell, Amani, and Rosina Mladenovic. "The benefits of peer observation of teaching for tutor development." Higher education 55.6 (2008): 735-752.[Siddiqui et al., 2007]Siddiqui, Zarrin Seema, Diana Jonas-Dwyer, and Sandra E. Carr. "Twelve tips for peer observation of teaching." Medical teacher 29.4 (2007): 297-300.[Fletcher, 2018]Fletcher, Jeffrey A. "Peer observation of teaching: A practical tool in higher education." The Journal of Faculty Development 32.1 (2018): 51-64.[Gosling, 2002]Gosling, David. "Models of peer observation of teaching." Generic Centre: Learning and Teaching Support Network 8.10 (2002): 08.[Donnelly, 2015]Donnelly, Roisin. "Perceived impact of peer observation of teaching in higher education." (2015): 117-129.[Sullivan et al., 2012]Sullivan, Peter B., et al. "Peer observation of teaching as a faculty development tool." BMC medical education 12.1 (2012): 26.[Yiend et al., 2014]Yiend, Jenny, Saranne Weller, and Ian Kinchin. "Peer observation of teaching: The interaction between peer review and developmental models of practice." Journal of Further and Higher Education 38.4 (2014): 465-484.[Kohut et al., 2007]Kohut, Gary F., Charles Burnap, and Maria G. Yon. "Peer observation of teaching: Perceptions of the observer and the observed." College teaching 55.1 (2007): 19-25.[Carroll and O'Loughlin, 2014]Carroll, Conor, and Deirdre O'Loughlin. "Peer observation of teaching: enhancing academic engagement for new participants." Innovations in education and teaching international 51.4 (2014): 446-456.[Bell and Cooper, 2013]Bell, Maureen, and Paul Cooper. "Peer observation of teaching in university departments: A framework for implementation." International Journal for Academic Development 18.1 (2013): 60-73.