web viewschool of foreign languages. ... is the complexity of the language used in the classroom...

Işık UniversitySchool of Foreign Languages

Peer Observation Pack

The intention of this pack is to setout key principles for peer observationand provide a flexible guide that can be interpreted by SFL staff during their peer observation practice.

A review of the literature suggests thatpeer observation is one of the best ways to provide “high quality” and “research-informed” teaching; therefore, one of the best options for teachers who have a commitment to continuing professional development and evaluation of their pedagogic practice.

BENEFITS OF PEER OBSERVATION

Benefits for teachers

* an opportunity to engage in reflective dialogue about their work.

* the focused classroom support.* improvement of classroom practices.* support from an "expert" (peer) who understands the

daily demands of the classroom.* satisfaction with one's work.* reduced job stress, especially for the new teacher.* a welcoming atmosphere for new teachers.* the comfort of knowing that someone is available to

help, explain, and assist.

Benefits for administrators* the opportunity for reflective dialogue with and

among teachers.* an increased sense of shared responsibility.* an increased focus on student achievement.* an increased trust and collegiality among staff.* participation in a professional and collaborative

learning community.* a cadre of self-reliant, confident teachers who love

teaching.* enriched teacher efficacy* participation in a professional and collaborative

learning community.

Benefits for the school* increased collaboration among teachers.* the establishment of a professional learning

community.

PEER OBSERVATIONS AT SFL

*All SFL teachers are expected to engage annually with PeerObservation, with a minimum of ONE per semester, that is TWO (one as an observer, one as an observee) for the whole academic year.

*Peer observation at SFL is viewedas a collaborative, non-judgementalprocess involving two peers whomutually benefit from the dialogue thattakes place. The intention is that within thisdialogue questions are asked to stimulatereflection and discussion, and whereappropriate, to provide each other withfeedback.

* It is important to rememberit is not just a one way process, oftenthose who are observing learn just asmuch as the staff member who is beingobserved. *The process requires colleagues to work togethercollaboratively on the basis of mutual trust and support.

* It should be remembered that theobservation and the dialogue thatfollows are personal, and can be focus on a variety of teaching, learning and/orassessment practices. * It is important teachers do NOT embark on the peer observation with a critical attitude. The observed teacher will welcome feedback, but it must be constructive. Observers need to maintain a sensitive awareness of the potential for vulnerability that inevitably accompanies any observation of teaching. When a teacher opens the door and extends a welcome to a visitor, a basic trust in motive and professional ethic accompanies that welcome. This must be respected. Observers and teachers should be equally anxious to use the opportunity as a learning experience. The presence of a visitor inevitably affects the classroom dynamics. Observers should take care to minimise the intrusion and allow for this factor in drawing conclusions from the data.

How should peer observations be organised?

*Choosing your partner

As far as possible, pairs should have the freedom to choose their own partners and to decide on the observer and the observee themselves. Clearly, if there is trust and respect on both sides, the outcome is likely to be more useful for both participants.

*Agreeing on the format of the observations

Both parties should agree on a focus for the observation in advance. The observed teacher may request feedback on a specific area/s of their teaching which they are finding particularly challenging or which they would value input on from a trusted colleague. The pairs should use the observation focus list at this stage. They should choose one or two maximum out of 10 focus areas. (See the observation focus reflection questions)

* Background

The observer will need to be informed in advance by the observed teacher about the students in the class, the content of the lesson, and how the lesson fits into the overall structure of the course. (See the pre-observation form)

* The observation The observer should arrive in the classroom a few minutes ahead of time. Once (s/he) has entered the classroom the observer will play no active role in the lesson itself, being as unobtrusive as possible, sitting where directed by the teacher. (S/he) should take notes as unobtrusively as possible and should not initiate or pursue a conversation unnecessarily. Any notes (the observer may go into class with the observation focus form or a blank observation notepaper) taken during a classroom visit should be made accessible to the teacher if he or she (s/he) requests. It is imperative that observers keep impressions of the class private and confidential. Any direct references to teachers, in either formal or informal situations, must be kept anonymous. (See observation notes)

*Follow-up

The observer and the observed should meet soon after the observation. The focus should be on identifying the strengths of the teaching observed as well as the sharing of practical ideas as to how the teaching might be improved. Care needs to be taken to focus only on areas agreed in advance. At the end of this meeting after observation, pairs should fill in a form together and

submit it to the CPD unit. ( See the Post-Observation form)

OBSERVATION FOCUS REFLECTION QUESTIONS

Here is a list of some QUESTIONS which aim to help teachers reflect on some effective teaching behaviors that may occur during a class.

These questions are to be used as a GUIDE, not as a list of teaching requirements. We recommend that the observee and the observer use this set of questions PRIOR to the observation as a basis to discuss/highlight selected areas on which to FOCUS.

Classroom Peer Observation - Focus 1

Organisation

1) Does the teacher appear well-prepared for class? Does he have materials/equipment

available and organized?

2) Does the teacher clearly state session objective and significance of objective and

activities with class?

3) Does the teacher clearly demonstrate transition from one topic/activity to the next?

4) Does the teacher check student understanding?

5) Does the teacher adapt smoothly to back-up plan when necessary?

6) Does the teacher begin class on time in an organized manner?

7) Does the teacher share session agenda/outline with class?

8) Does the teacher periodically summarize material addressed during class session?

9) Does the teacher use visuals?

10)Does the teacher summarize main points at the end of class?

Any other comments: ________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________


Learning Environment

1) Is there evidence of established classroom rules and procedures?

2) Is high quality, relevant student work displayed?

3) Does the teacher provide a positive learning atmosphere for students?

4) Do learners with different learning styles have a chance to engage in class?

5) Are some of the factors that affect learning environment sufficient?

*Acoustics?

*Room temperature?

*Comfort of the seating?

*Visual attraction of the room?

* Seating arrangements?

*Interaction patterns?

*The teacher's voice - tone, modulation, volume?


______________________________________________________________________________

______________________________________________________________________________

_____________________________________________


Interaction (teacher to student; student to student)

1) Does the teacher solicit student input? If so, how?

2) Does the teacher involve diverse students with different backgrounds and interests? If so,

how?

3) Does the teacher ask questions in a variety of ways (to the entire class and/ or individual

students)?

4) Does the teacher answer questions clearly and directly?

5) Does the teacher guide the students who err? If so, how?

6) Does the teacher provide frequent feedback when needed? If so, how?

7) Does the teacher demonstrate awareness of individual student learning needs?

8) Is the amount of teacher talk less than the amount of student talk?

9) Does the teacher refrain from answering own questions?

10) Are students given sufficient time to answer questions?

11) Are students encouraged to raise their questions? If so, how?

12) Are students encouraged to work collaboratively? If so,how?

13) Does the teacher show respect/sensitivity to diverse learners?

14) Does the teacher praise student answers? If so, how?


______________________________________________________________________________

______________________________________________________________________________

_____________________________________________


Content/ Presentation

1) Does the teacher appear knowledgeable?

2) Does the teacher appear well-organized?

3) Does the teacher explain concepts clearly?

4) Does the teacher share up-to-date info in field?

5) Are the concepts introduced in a way that attracts the attention of students?

6) Are the concepts related to students’ experience?

7) Are materials from “real world” integrated such as examples, news, cases, etc.?

8) Does the teacher relate information to future, practical application?

9) Has students’ background knowledge/schemata been activated?

10) Is the complexity of the language used in the classroom adjusted appropriately to the level

of learning?

11) Does the teacher make use of visual/auditory materials while introducing/ dealing with the

subject matter? If so,what type of materials are used?

12) Are relevant examples used to clarify points?


______________________________________________________________________________

______________________________________________________________________________

_____________________________________________


Clarity

1) Does the teacher use a clear, level-appropriate language for students?

2) Does the teacher speak at an appropriate pace (not too fast or slow)?

3) Does the teacher provide clear examples to explain?

4) Does the teacher define/explain difficult or unfamiliar terms/directions/ procedures/facts/

topics in a clear manner if necessary?

5) Does the teacher repeat questions from student(s) so all hear?

6) Does the teacher emphasize important points by pausing, raising voice, or speaking slowly,

etc.?

7) Does the teacher repeat challenging/unfamiliar information?

8) Does the teacher remain focused when answering questions (stick to main topic)?

9) Does the teacher clearly and legibly write on the board/ or reflect on the projector?

10 Does the teacher use visuals with explanations?

10) Does the teacher help students to learn difficult information?

11) Does the teacher share key terms visually and auditorily (board, projector, handout)?


______________________________________________________________________________

______________________________________________________________________________

_____________________________________________

Classroom Peer Observation – Focus 6

Classroom Management/Rapport

1) Is the interaction between the teacher and the students respectful?

2) Does the teacher respond to students by name?

3) Does the teacher informally talk with students before and after class?

4) Do students interrupt the flow of the class?

5) Can the teacher provide effective response to the students who interrupt/ disrupt the

flow of the class?

6) Can the teacher provide effective response to any distractions that might occur? If so,

how?

7) Can the teacher provide effective response to students’ misunderstanding and

confusion? If so, how?

8) Does the teacher try to reach many kinds of students when teaching? If so, how?

9) Are the classroom rules and procedures established clearly in the classroom?

10) Does the teacher encourage mutual respect, honesty, and integrity among class

members?

11) Does the teacher treat students/class equitably?

12) Does the teacher encourage student feedback and constructive criticism? If so, how?

13) Does the teacher encourage student participation? If so, how?

14) Does the teacher respond constructively to students’ opinions and contributions?

15) Is there a warm classroom climate (students speak freely, the teacher respects

students, appropriate humor)?

16) Does the teacher admit errors with honesty and integrity?

17) Does the teacher move around classroom while speaking?

18) Does the teacher read continually from his/her notes?


______________________________________________________________________________

______________________________________________________________________________

_____________________________________________


Enthusiasm

1) Does the teacher move around classroom while speaking?

2) Does the teacher appear relaxed with class?

3) Does the teacher answer questions completely?

4) Does the teacher speak in an expressive manner?

5) Does the teacher smile while teaching?

6) Does the teacher show respectful facial expressions?

7) Does the teacher show appropriate sense of humor?

8) Are there any distracting mannerisms/ habits? specify:


______________________________________________________________________________

______________________________________________________________________________

_____________________________________________


Pacing

1) Does the teacher cover an appropriate (not too little or too much) amount of material during

class?

2) Does the teacher engage in unrelated issues/content during class?

3) Do students have enough time to finish tasks?

4) Does the teacher ask/check understanding before moving to next topic?


______________________________________________________________________________

______________________________________________________________________________

_____________________________________________


Speaking

1) Does the teacher speak in respectful, easy-to-understand language?

2) Does the teacher speak slowly and clearly when covering difficult terms/ideas/content?

3) Does the teacher speak with expressive manner (not monotone)?

4) Does the teacher use appropriate (non-distracting) gestures?

5) Does the teacher maintain eye contact with students (i.e. not talk to board,

windows/walls)?

6) Does the teacher speak in an acceptable tone/volume?


______________________________________________________________________________

______________________________________________________________________________

_____________________________________________


Teaching Strategies

1) Does the teacher use text content in class session?

2) Are students continually engaged (listening, taking notes, or on-task discussion, activity,

etc.)?

3) Does the teacher use "wait-time" when asking questions to class?

4) Does the teacher teach content that is not too difficult (beyond course description) or too

easy?

5) Does the teacher share current developments in the field?

6) Does the teacher ask questions to gain attention?

7) Does the teacher provide opportunities for students to apply content (i.e., problems, case

study, generate examples, etc.)?

8) Does the teacher connect new ideas/theories/content etc. to familiar

ideas/theories/content?

9) Does the teacher demonstrate sincere interest/excitement about the course

content/session?

10) Does the teacher demonstrate effective teaching strategies for given content?

11) Does the teacher demonstrate excellent content competence?

12) Does the teacher use various media in class?

13) Does the teacher hold attention and respect of students?

14) Does the teacher adapt to any changes in student attention (i.e., increases student

participation, changes strategy, activity, changes pacing, etc.)?

15)Does the teacher use a variety of activities in class?

16) Does the teacher provide demonstration/ examples of given content, information, issues or

theories?


______________________________________________________________________________

______________________________________________________________________________

_____________________________________________

IŞIK UNIVERSITY EFL DEPARTMENT 2014-2015PRE- PEER OBSERVATION FORM

Observer: _________________________

Class Teacher: ________________________

Module: _____

Class/Skill: _____________________________________________

Date/Block: _____________________________________________

PRE-OBSERVATION NOTES

Number of students:

How often does the class meet/ week:

Lesson Topic/ Focus:

Ss’ pre-knowledge about the topic (if any):

Goals and Objectives of the Lesson:

Teaching Strategy/ Methodology:

Materials/ Teaching aids:

Area (s) of Focus:

Appointed Time: _______________

PEER OBSERVATION NOTESAREA(S) OF FOCUS:

AREA(S) OF FOCUS:

POST-OBSERVATION FORM

2014-2015

Module: ___________ Date: _____________

Observer:

Observee:

Focus of the

Observation

(Organisation,Content,

Interaction, etc.)

How did the observer

benefit from the

observation?

How did the observee

benefit from the

observation?

What is your reflection on

the lesson as an observee

and an observer? Any

areas you think you would

like to improve as a part of

your CPD?

SOURCES

Bell, A.,& Mladenovic,R. (2008).The Benefits of Peer Observation of Teaching for Tutor Development.High Education:55:735-752.

https://www1.umn.edu/ohr/prod/groups/ohr/@pub/@ohr/documents/asset/ohr_46445.pdf

http://www.unl.edu/gradstudies/current/teaching/Classroom_Observation_Form.pdf

http://www.pvamu.edu/include/College%20of%20Education/Student_Teaching/Cooperating_Teacher/Observation%20Procedures.pdf

http://www.educationworld.com/a_admin/admin/admin297.shtml

http://www.professorjackrichards.com/wp-content/uploads/Professional-development-for-language-teachers-Chap-6-Peer-Observation.pdf

http://ro.uow.edu.au/jutlp/vol9/iss1/7/

web viewschool of foreign languages. ... is the complexity of the language used in the classroom...

Documents