TIPS:observing peers teaching

15
TIPS observing peers teaching by Chrissi Nerantzi @chrissinerantzi Academic Development

Transcript of TIPS:observing peers teaching

Page 1: TIPS:observing peers teaching

TIPSobserving peers teaching

by Chrissi Nerantzi@chrissinerantzi

Academic Development

Page 2: TIPS:observing peers teaching

useful tips to get you started with peer observations

• What happens before•during and

•after a peer observation?

Page 3: TIPS:observing peers teaching

before

Page 4: TIPS:observing peers teaching

before• Do some reading around peer observations and study relevant media-rich resources provided

(see TESS online) • Find a colleague you would like to observe and arrange a suitable time (the observation should

last between 40-50 min) This might be a face-to-face or online session.• We can learn a lot from colleagues in a different discipline. Think about this when deciding

about your peer observation• Consider carrying out the peer observations in pairs, triads or chains (see next slides)• Ask your colleague to provide some info about the session you are going to observe (feel free to

use the pre-observation form)• Discuss the aims, outcomes and boundaries of the observation with your colleague(s) in advance• Agree with your colleague what will happen after the observation, meeting afterwards will be of

great value• Consider asking your colleague if you could take a video• If you decide to be observed, try to relax and prepare as you would normally but also remember

that the peer observation might be useful to trial an intervention and get some feedback from your colleague.

• If you have any questions or reservations, add your thoughts to TESS online and get support from the TESS community.

Page 5: TIPS:observing peers teaching

Pairs: Peer partnerships are voluntary, reciprocal, cross-disciplinary, collegial relationships that support reflective teaching practice

Page 6: TIPS:observing peers teaching

triadsare voluntary, (cross-)disciplinary relationships among three colleagues that support reflective teaching practice. One is observed by the other two.Feedback provided individually then discussed by all three.

Page 7: TIPS:observing peers teaching

chains

are voluntary cross-disciplinary, collegial relationships that support reflective teaching practice. A colleague is observing another colleague who is then observing a third colleague. Such peer observations are not reciprocal.

Page 8: TIPS:observing peers teaching

during

Page 9: TIPS:observing peers teaching

during

• When you arrive in the classroom or online session, ask your colleague to introduce you so that the students know what is going on and they will be able to focus on the session

• Sit somewhere were you can see what is happening but don’t be in the way, move if necessary

• Keep notes• Think about how you would feel as a learner in this

session?• What would it feel like teaching this class?

Page 10: TIPS:observing peers teaching

after

Page 11: TIPS:observing peers teaching

after• Reflect on the observation experience: What do you like? What would you do

differently and why? How did it feel to be there? Use Gibbs Reflective Cycle (see next slide). Does the reflect parcel work for you?

• If you recorded part of the session, it might be useful to watch it and also share with your colleague.

• Consider uploading the clip to YouTube and share it with the TESS community.• Arrange a meeting with your colleague and discuss the observation: It will be

important to highlight strengths and use socratic questioning to make your colleague reflect on specific aspects of his practice you would like to make some observations. Be sensitive and constructive! Remember these peer observations are developmental.

• Consider! Would it be useful to record your conversation? But remember that what you discuss with your colleague(s) should be kept confidential.

• Focus on what you learnt through this observation experience and share your reflections on TESS online. Feel free to use a media-rich approach if this works for you.

• Engage in an online conversation with other TESS participants. What do you notice? • Consider continuing peer observations after the completion of TESS. Invite a colleague

to visit your classroom. • You are welcome to continue using TESS online after completion of the programme.

Page 12: TIPS:observing peers teaching

Consider using the Reflective Cycle (Gibbs, 1988)

1. DescriptionWhat

happened?2. FeelingsWhat were

you thinking and feeling?

3. EvaluationWhat was good and bad about

the experience?4. AnalysisWhat sense can

you make of the situation?

5. ConclusionWhat else could you

have done?

6. Action planIf it arose

again, what would you do?

Turning experience into learning!

http://www.hcc.uce.ac.uk/dpl/nursing/Placement%20Support/Model%20of%20Reflection.htm

12

Page 13: TIPS:observing peers teaching

13

Page 14: TIPS:observing peers teaching

Consider introducing an open door day and invite your colleagues

to observe you teaching!

Page 15: TIPS:observing peers teaching

Remember, there are many benefits when observing our peers teaching

• develop teaching practice• enable collegial and supportive peer conversations around

teaching practices• individual and shared reflective practice that enhances

teaching performance• explore the potential of teaching portfolios• the dissemination of innovative and good practice in

learning and teaching• enhanced teaching quality• can you think of any others? Share them at TESS online