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Guidelines For Peer Observation of Learning and Teaching

The document outlines guidelines for peer observation of learning and teaching at Magsaysay Memorial College of Zambales. It describes a three stage process for peer observation: a pre-observation meeting, the observation of a teaching session, and a post-observation feedback meeting. The goal is to provide formative feedback to help teachers improve through a supportive process.

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Julius Cesar De Vera
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25 views2 pages

Guidelines For Peer Observation of Learning and Teaching

The document outlines guidelines for peer observation of learning and teaching at Magsaysay Memorial College of Zambales. It describes a three stage process for peer observation: a pre-observation meeting, the observation of a teaching session, and a post-observation feedback meeting. The goal is to provide formative feedback to help teachers improve through a supportive process.

Uploaded by

Julius Cesar De Vera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Magsaysay Memorial College of Zambales, Inc.

San Narciso, Zambales

MAGSAYSAY MEMORIAL COLLEGE OF ZAMBALES, INC.


GUIDELINES FOR PEER OBSERVATION OF LEARNING AND TEACHING

Peer observation is a volunteer professional support system that can assist teachers at any stage of their
careers in gaining insightful information about their teaching performance in a private, supportive, and
formative environment. It simply entails bringing a colleague along for a lecture or tutorial and asking them to
share their observations on the way the material is delivered, the experience of the students, and other crucial
teaching-related aspects like clarity, pace, learning outcomes, ideas, and suggestions.

For peer observation to be successful, it is important that three key stages are followed throughout the
process:
1. Pre-observation meeting/discussion
2. Observation – teaching and learning
3. Post-observation feedback meeting

1. Pre-observation meeting/discussion
The pre-observation discussion between the observer and colleague whose teaching is being observed is
essential to the success of the whole process. An important function of this meeting is to establish trust, deal
with any anxieties felt by any of the parties and give reassurance. The pre-observation discussion should cover
the following:
a. the specific learning objectives for this session (e.g. knowledge and understanding, key (transferable)
b. skills, cognitive skills and subject-specific, including practical/professional skills)
c. the teaching approach to be adopted, anticipated student activities, approximate time plan for the session
d. the context of the teaching (the status and history of the student group, any constraints, or opportunities)
e. how the observation is to be conducted (time of joining and leaving, any focus to the observation, where you
will sit (if face to face session), any specific ways in which data will be collected)
f. the time and place of the observation and feedback
g. the content and its place within the curriculum of the unit and the program of study
h. any potential difficulties or areas of concern
i. the way in which the students will be informed and incorporated into the observation
j. any aspects that the tutor wishes to have observed
k. any concerns that either the observer or the observed might have about undertaking the observation

2. Observing learning and teaching


The observed (teacher) needs to:
a. prepare the students for the presence of the observer and share the purpose of the observation is to assist in
the development of professional skills, and the focus of the observation will be the work of the tutor, not on the
students; the observer will not participate in the session as this changes the focus of the activity and reduces the
observer's capacity to comment on process.
b. work effectively with the learning group, ignoring the presence of the observer.

The observer needs to:


a. be discreet and diplomatic in the learning group
b. sit where they are not in the overt line of vision for the group, but at the same time they need to be able to see
both the teacher and the group or leave camera off in the case of online observation.
c. take brief notes when necessary, and ensure that these notes relate to the teaching and learning taking place
rather than comment on the content of the session
d. carefully observe the methodologies employed, the responses and interactive processes used, the ability of the
teacher to effectively achieve their aims, and the areas of successful and less-successful achievement in the
session
e. be able to share with the tutor a reflective feedback process at the end of the session
Note: The observer should not participate in the session as this may change the focus of the activity and can
impede the observer’s capacity to comment on the process.

Nurturing the WHOLE CHILD in a HAPPY SCHOOL


Magsaysay Memorial College of Zambales, Inc.
San Narciso, Zambales

3. Post-observation feedback meeting


As soon as practically possible after the class has been observed, and at most within a week, the observer should
meet with the observed to provide confidential feedback. This is essential to the success of the process and must
be handled sensitively.
In such a meeting there is a joint responsibility to keep the feedback focused and constructive, and to emphasize
that the role of the observer is not to be a judge, supervisor or superior, but rather to encourage reflection on the
session observed. To this end the observer needs to be aware of the tone of voice, language, and body language,
to ensure that the feedback is not perceived as confrontational or judgmental. On the other hand, real issues
where they are perceived to exist must be raised and not avoided for the sake of a quiet life.

Good feedback will:


a. allow the teacher to describe the class and say how they felt the lesson went before the observer makes any
further comment. The teacher might reflect on whether the observation process had affected the session in any
way, for example, in his/her behavior or that of the students.
b. positively state what the observer considers the tutor to have done with skill, insight, competence, etc. The
observer will provide evidence or instances of any claims made.
c. identify what did not appear to be so successful, or any areas in which some difficulties were observed.
Again, it is important that specific instances are cited as evidence for any comment about what did not go so
well. Rather provide the opportunity to discuss the issues raised.
d. not apportion blame, but provide adequate opportunity to discuss any matters of concern to the teacher about
the lesson or about the observation process
e. provide an opportunity to identify constructive solutions to any agreed difficulties, including sources of
professional development and support
f. focus on particular issues rather than allow generalized description or evaluation.

The observer will type up the feedback (after this meeting) and so the observed will receive a written account of
the observation which will also summarize the feedback discussion. The observer will then send a signed copy
of this written report to the observed.

Nurturing the WHOLE CHILD in a HAPPY SCHOOL

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