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Observing The Observation: Towards A Reflective Classroom Peer Observation

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Observing The Observation: Towards A Reflective Classroom Peer Observation

  1. 1. Badre Abdeslam TESOL Conference 2008 Morocco Towards a Reflective Classroom Peer Observation
  2. 2. REFLECTION…?? <ul><ul><li>Active persistent and careful consideration </li></ul></ul><ul><ul><li>Reflection-in-action </li></ul></ul><ul><li>(J. Dewey, 1987) </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  3. 3. PEER-OBSERVATION IS ACTUALLY … <ul><li>“… when a teacher is observed by a fellow teacher rather than a senior. The person who observed then gives some feedback, which could be anywhere from a simple &quot;Thanks, I thought it was great&quot; to written feedback based on the observation task..” </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  4. 4. WHAT OBSERVATION SHOULD NOT BE <ul><li>Big deal of a show that includes all types of fancy cut-outs and laminated visual aids </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  5. 5. TYPES OF OBSERVATION <ul><li>Regular Observation </li></ul><ul><li>Peer Observation </li></ul><ul><li>Three-way observation </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  6. 6. FORMATIVE IMPROVING TEACHERS’ TEACHING TOOLS PROMOTING COOPERATIVE TEACHING ENVIRONMENT SUMMATIVE EVALUATING TEACHING EFFECTIVENESS USED FOR MERIT, AND/OR PROMOTION REMEMBER ! BOTH ARE BASED ON THE SAME INSTRUMENTS GAINS DEPENDENT ON OUR PHILOSOPHY OF TEACHING PURPOSE OF CLASSROOM OBSERVATIONS Badre Abdeslam TESOL Conference 2008 Morocco
  7. 7. TRADITIONAL VIEW OF OBSERVATION <ul><li>Acquiring teaching skills’ depends on the mastery of specific types of observable behaviors </li></ul><ul><li>Focuses on a “how to” dimension </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  8. 8. REPERTOIRE OF OBSERVABLE BEHAVIORS <ul><ul><li>How the teacher starts and ends a lesson </li></ul></ul><ul><ul><li>How the teacher allots times within a lesson </li></ul></ul><ul><ul><li>How the teacher assigns tasks to students </li></ul></ul><ul><ul><li>How the teacher organizes Learning groups </li></ul></ul><ul><ul><li>How the teacher monitors students on-task </li></ul></ul><ul><ul><li>How the teacher asks questions </li></ul></ul><ul><ul><li>How the teacher reinforces students’ answers </li></ul></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  9. 9. REFLECTIVE OBSERVATION   Badre Abdeslam TESOL Conference 2008 Morocco
  10. 10. Advantages of Peer Observation <ul><li>Both observer and observed may improve teaching ability </li></ul><ul><li>New ideas and perspectives about teaching from colleagues </li></ul><ul><li>Teachers might take feedback better if it comes from other teachers </li></ul><ul><li>Boosting a teacher's confidence </li></ul><ul><li>Both parties develop deeper awareness of the teaching process </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  11. 11. Disadvantages of Observation <ul><li>Possible bias relating to the observer's own beliefs about teaching </li></ul><ul><li>May not be a valid method for summative evaluation </li></ul><ul><li>Seniors might think they know better than the observed teacher </li></ul><ul><li>The feedback might not be useful </li></ul><ul><li>Students may think that something is wrong with their teacher </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  12. 12. PHASES OF OBSERVATION: 1. PRE-OBSERVATION CONFERENCE <ul><li>Ice-breaking “chatting” </li></ul><ul><li>Reviewing the observed teacher’s teaching plan including: </li></ul><ul><ul><ul><li>Time & Level </li></ul></ul></ul><ul><ul><ul><li>Lesson plan </li></ul></ul></ul><ul><ul><ul><li>Lesson objectives & goal </li></ul></ul></ul><ul><ul><ul><li>Strategies/Methodology, & Assessment. </li></ul></ul></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  13. 13. Observing the observation @ the ALC-Rabat with Dr. Rachida GHAZALI and Prf. Zenib Adams Badre Abdeslam TESOL Conference 2008 Morocco
  14. 14. HOW GOOD AN OBSERVER YOU ARE??? <ul><li>Dr. Rachida has mentioned 5 criteria she focuses on while observing, could you mention three aspects? </li></ul><ul><li>what are the two unwelcomed characteristics in teaching style teachers should avoid? </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  15. 15. WHILE-OBSERVING PHASE <ul><li>Organization of the lesson </li></ul><ul><li>Time management </li></ul><ul><li>Students’ performance on tasks </li></ul><ul><li>Time on task </li></ul><ul><li>Teacher’s questions & students’ responses </li></ul><ul><li>Teacher’s explanation </li></ul><ul><li>Teacher’s action zone </li></ul><ul><li>Students’ performance during pair/group-work activities </li></ul><ul><li>Classroom interaction . </li></ul><ul><li>Use of textbook : </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  16. 16. Badre Abdeslam TESOL Conference 2008 Morocco
  17. 17. Badre Abdeslam TESOL Conference 2008 Morocco
  18. 18. POST-OBSERVATION CONFERENCE IS NOT DOOMSDAY <ul><li>Post-observation Phase </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  19. 19. It is meant to be a session for data presentation & Analysis where the “how to” dimension is questioned & justified for the sake of understanding, reinforcing and suggesting Badre Abdeslam TESOL Conference 2008 Morocco
  20. 20. Post-Observation impressions Badre Abdeslam TESOL Conference 2008 Morocco
  21. 21. Peer Observation Guidelines <ul><li>An effective observation requires an observation instrument designed to accurately and reliably portray the classroom environment </li></ul><ul><li>Schedule this conference within a week of the observation. </li></ul><ul><li>The observer should arrive at least 10 minutes before class. &quot;Walking into class late is poor practice and inconsiderate&quot; </li></ul><ul><li>The observer can be briefly introduced to the students, with an equally brief explanation of why the observer is present. Then move on </li></ul><ul><li>T he observer are not to ask questions or participate in activities during class; such behaviour can detract from and invalidate the observations </li></ul><ul><li>Review results from the completed Classroom Observation Instruments </li></ul><ul><li>Begin the conference with a positive comment (i.e., &quot;I really enjoyed your class...&quot;). </li></ul><ul><li>Provide honest, constructive feedback </li></ul>Badre Abdeslam TESOL Conference 2008 Morocco
  22. 22. Thanks for observing! [email_address] Badre Abdeslam TESOL Conference 2008 Morocco

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