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.
Pairs: Peer partnerships are voluntary, reciprocal,cross-disciplinary, collegial relationships that supportreflective teaching practice
are voluntary, (cross-)disciplinary triadsrelationships among threecolleagues that support reflectiveteaching practice. One isobserved by the other two.Feedback provided individuallythen discussed by all three.
chainsare voluntary cross-disciplinary, collegialrelationships that support reflective teachingpractice. A colleague is observing anothercolleague who is then observing a thirdcolleague.Such peer observations are not reciprocal.
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?
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.
Consider using the Reflective Cycle (Gibbs, 1988) 6. Action plan Turning If it arose 1. Description experience into again, what What would you happened? learning! do? 5. Conclusion 2. Feelings What else What were could you you thinking have done? and feeling? 4. Analysis 3. Evaluation What sense What was can you make good and bad of the about the situation? experience? 12 http://www.hcc.uce.ac.uk/dpl/nursing/Placement%2 0Support/Model%20of%20Reflection.htm
Consider introducingan open door day andinvite your colleagues to observe you 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