Preparation for peer observation of teaching

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  • 1. 1
  • 2. For more information ...Bond UniversityQuality, Teaching, and LearningFoundations of Learning and Teaching (FULT)61 7 5595 2
  • 3. Peer Observation Partnerships –How do they work? Plan Meet and Discuss Teach Individual Reflection Meet and Discuss Written Feedback Change Roles 3
  • 4. What kind ofPartnership?  Two people  Group  Coordinator  Experienced colleague  Film 4
  • 5. Who to choose…Identify colleagues who are willing to be involved and whom you trust to be a ‘critical friend’(Handal, 1992) 5
  • 6. What do you want to achieve?  General feedback  Investigate a ‘problem’  Share ideas  Discover what others are doing  Evaluate effectiveness  Articulate philosophy  Develop a teaching portfolio  Create an open, collegial approach in your department  Test a teaching resource or method 6
  • 7. The Observation•Observee•Observer•Students 7
  • 8. Post-Observation Discussions •Be prepared •Reflect first •Listen and ask •Give feedback •Be specific •Examples •Avoid judging •Positive Conclusion •Follow up 8
  • 9. Critical Reflection•What kind of person are you?•Revisit your teaching philosophy 9
  • 10. CriticalReflectionThe Kolb Process•Concrete observation•Problem definition•Means-end analysis•Implications•Activeexperimentation 10
  • 11. How will you know the Peer ObservationPartnership was effective … Positive outcomes relate to personal skills and attributes, and the ability to give and receive critical feedback ~ critique. Means for ongoing Professional Development. 11
  • 12. Stocking your libraryBell, M. (2005). Peer observation partnerships in higher education. Higher Education Research and Development Society of Australasia (HERDSA).Bernstein, D., Burnett, A. N., Goodburn, A. & Savory, P. (2006). Making teaching and learning visible: Course portfolios and the peer review of teaching. Massachusetts: Anker Publishing Company, Inc.Blackwell, R. (1996). Peer observation of teaching & staff development. Higher education quarterly, 50, 156-171.Donnelly, R. (2007). Perceived impact of peer observation of teaching in higher education. International journal of higher education, 19, 117-129.Handal, G. (1999). Consulting using critical friends. New directions for teaching and learning, 79, Fall, 59-70.McMahon, T., Barrett, T. & O’Neill, G. (2007). Using observation of teaching to improve quality: Finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in higher education, 12, 499-511. 12