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Selen Sirin Dulger: Peer Observation as a Collaborative Teacher Development Tool

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Peer Observation as a Collaborative Teacher Development Tool

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Selen Sirin Dulger: Peer Observation as a Collaborative Teacher Development Tool

  1. 1. Peer Observation as a Collaborative Teacher Development Tool Selen Şirin Dülger Özyeğin University İstanbul, Turkey ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 #eaquals19madrid
  2. 2. Outline Background Implementation of the Project Perceptions of the Instructors Feelings Benefits Future Developmental Plans Questions & Answers ©Eaquals #eaquals19madrid
  3. 3. Self-reflection • Your peer observation experience? • Someone observing you? • Your observation of someone’s class? • Positive / negative experience? • Why? ©Eaquals #eaquals19madrid
  4. 4. Peer Observation “A teacher or other observer closely watching and monitoring a language lesson or part of a lesson in order to gain an understanding of some aspect of teaching, learning, or classroom interaction.” (Richards & Farrell, 2005) ©Eaquals #eaquals19madrid
  5. 5. Who are we? • Özyeğin University, İstanbul/Turkey • English Medium University • School of Languages (ScOLa) • 3 programs • English Preparatory Program • Undergraduate English Program • Modern Languages • English Preparatory Program • 6 teams & 6 team leaders ©Eaquals #eaquals19madrid
  6. 6. Who are we? • 6 Instructors from the same team ©Eaquals #eaquals19madrid Gender Nationality Educational Background Years of Experience in Teaching 6 F Turkish 5 Polish 1 MA 5 BA 6 6-8 years 3 Over 8 years 3
  7. 7. Implementation: Why Peer Observation? • A Collaborative Team  desire to learn from each other • Classroom observations by Team Leaders follow-up actions • Annual Review Meetings ©Eaquals #eaquals19madrid
  8. 8. Implementation Planning: 1. Team Leader getting ready 2. Pre-task (reading) 3. Group coming together 1. Discussing the literature 2. Observing a sample lesson 3. Sharing our personal experiences 1. Determining our own code of conduct for peer observation 2. Finalizing the observation documents 3. Deciding on who to observe whom and determining the focus of the observation ©Eaquals #eaquals19madrid
  9. 9. Implementation: Code of Conduct • Non-evaluative • Mutually beneficial • Confidential • Pre / while / post observation • PRE: • Not a detailed lesson plan (focus of the lesson / the materials) • A short meeting prior to the observation to talk about the lesson in general • WHILE: • When to meet the teacher that we will observe / when to go to the class / where to sit in the classroom / neutral observer & descriptive notes • POST: • Both Ts. evaluating the lesson • Meeting after the lesson • Sharing our comments on the identified areas constructively ©Eaquals #eaquals19madrid
  10. 10. Implementation Execution: 1. Partners observing each other in one semester 2. Individual Interviews after the first experience 3. Overall reflection meeting 4. Planning the next-round ©Eaquals #eaquals19madrid
  11. 11. Implementation: Interview Questions • How did you feel about being observed by one of your peers? • Did you benefit from being observed by one of your peers? If yes, what did you gain from the process? If not, why not? • How did you feel about observing one of your peers? • Did you benefit from observing one of your peers? If yes, what did you gain from the process as an observer? If not, why not? ©Eaquals #eaquals19madrid
  12. 12. Interview Results 1 positive less stressed (x3) fine comfortable (x4) relaxed (x2) supported encouraged Feelings of Instructors regarding being observed by their colleagues ©Eaquals #eaquals19madrid
  13. 13. Interview Results 2 good (x2) happy positive (x2) excited enthusiastic felt welcomed comfortable useful (x2) excited about learning something new Feelings of Instructors regarding observing their colleagues ©Eaquals #eaquals19madrid
  14. 14. Interview Results 3 • gave me constructive feedback about my strengths and weaknesses • showed me what I am actually not doing while teaching vocabulary, which is actually an important stage to implement into my vocabulary teaching lesson • helpful because it pushed me to plan my lessons better and show something interesting to our colleagues • made me reflect on my strengths and weaknesses as a teacher and take care of my continuous development • discovered the things we aren't aware of and discuss possible solutions Benefits of being observed by their colleagues ©Eaquals #eaquals19madrid
  15. 15. Interview Results 3 • benefited from being observed a lot: because both of us chose the area in which we want to improve ourselves  It was challenging, but I felt that it was really a part of our collaborative professional development • tried to focus on the areas where I wanted to improve myself. Seeing different techniques and approaches was very good. At the end I tried to implement what I learned to my own teaching Benefits of being observed by their colleagues ©Eaquals #eaquals19madrid
  16. 16. Interview Results 4 • not only made me think about somebody's teaching methods and style but also about my own teaching / reflecting on my own teaching by comparing my own teaching with my peer's teaching (x5) • quite helpful and beneficial (x3) • the post-observation reflection giving both of us the opportunity to exchange our ideas on our strong and weak areas • most beneficial part of it  focusing on the real need of us, not just doing observation for the sake of doing it Benefits of observing their colleagues ©Eaquals #eaquals19madrid
  17. 17. Interview Results 4 • interesting to see how another teacher behaves in class, what kind of techniques he/she uses and how he/she addresses students / what kind of rapport they have • made me think about my instructions and instruction check questions • realized that I need to observe more vocabulary teaching lessons to enrich the variety of my plans when it comes to vocabulary lessons • benefitted from seeing alternative methods and observing different student- teacher interaction • benefitted from it a lot in terms of its bringing actual practice to the forefront compared to just reading or talking about a particular instructional theory Benefits of observing their colleagues ©Eaquals #eaquals19madrid
  18. 18. Our future developmental plans • Continuing to observe each other with different focuses • Team-teaching ©Eaquals #eaquals19madrid
  19. 19. Final Remarks • Concerns • time & workload • anxiety • breaches of condentiality • HOWEVER, • less stressful • collegiality / collaboration / trust • mutually beneficial process / potential for continuous professional development • easy to plan & execute ©Eaquals #eaquals19madrid
  20. 20. • Selen Şirin Dülger • Özyeğin University, İstanbul • selen.sirin@ozyegin.edu.tr ©Eaquals #eaquals19madrid

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