It is useful of observation!

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DONE BY : Yusupova Nodira
CHECKED BY : Shomuratova Intizor

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Peer observation of
teaching is a
formative process
where two peers
work together and
observe each
other's teaching.
The observer offers
feedback to the
colleague who is
doing the teaching

3. Peer observation can
take place in pairs but
could also involve three
colleagues working
together. This might
involve two colleagues
observing while another
teaches the lesson. If
you have two observers,
perhaps they could
focus their observation
on two different
students or groups of
learners.

4. Over the past decade,
developments in
technology have made it
easier than ever for
teachers to film and
share recorded
examples of their own
and or peers' teaching
practice.

5. Access to relatively
inexpensive hardware,
such as compact digital
cameras and mobile
devices, as well as the
emergence of software
supporting the use of
digital video in
professional
development, has led to
increased interest in the
use of digital video in
language teacher
education.

6. cycle occurs in multiple
steps that mainly include
preobservation meeting,
observation,
postobservation
feedback, and reflection.
Source publication.
Enhancing Teaching and
Learning through Peer
Observation: An Indian
Case Study. Article. Full-

7. Observation helps us
assess children's
progress; we can find out
about the specific care and
learning needs of each
child. We can then plan
next steps in children's
development and learning.
To find out about a child
we need to observe them
in a way that is valuable to
the child and makes best
use of our time.
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8. 5.Teacher Talk
In this observation activity two colleagues analyse what the teacher says in a lesson and why
they say it.
Before:
The teacher and the observer work identify the types of talk that they think they use in a
lesson, e.g. giving instructions, correcting errors, controlling behaviours, etc.
During:
The observer makes notes on when the teacher talks, and as far as possible the types of talk
according to their categories. If other categories are found, these are noted.
After:
The teacher and the observer analyse the information using any of the following questions as
appropriate:
1.What surprises you about the data? Why does it surprise you? How do you account for the
difference in your expectations?
2.Are any categories more frequent than others? How do you account for this?
3.How would you like to alter the incidence of teacher talk? More? Less? A change in focus?
4.What dos this tell you about the quality of teacher talk and the quantity of teacher talk?

9. By seeing, hearing,
smelling, touching,
and tasting
something, they are
actively engaged in
learning through
observation

10. How to prepare for a lesson observation
1.Treat every lesson like it's being observed. ...
2.Make your own notes. ...
3.Ask for a review session. ...
4.Don't take feedback personally. ...
5.Ask questions during the review. ...
6.Set goals and timelines. ...
7.Ask for help when you need it

11. 3.Keep Two, Change Two
In this observation activity two colleagues identify two things they would do again,
and two things they would do differently.
Before:
The teacher gives the observer an outline basic plan of their lesson.
During:
The observer notes down 2 things that the teacher does (either teaching behaviours
or activities) that they would do again in the same lesson, and two things that they
would change. The teacher does the same (either making a quick note during the
lesson or immediately afterwards.
After:
The teacher and the observer analyse the information using any of the following
questions as appropriate:
1.Compare the selections. How do you account for any differences?
2.What do you agree/disagree on? What does this tell you about your views on
teaching and learning?
3.Why would you make the changes? What differences would the changes make?
4.What aspects of the context of the lesson influence your selections?

12. Observation should
be objective and free from
bias as far as possible. It
should generally be guided by
a hypothesis. The observer
must maintain ethical
neutrality. He must consider
hypothesis as something to
be tested.

13. Peer
learning in
classrooms
can be
implemente
d by asking
older
students to
teach
younger
students,
incorporati
ng a buddy
system, or
asking
students to
form
groups and
create a
presentatio
n to lecture
on a
specific
topic.