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SCHOOL OF FOREIGN LANGUAGES. PEER OBSERVATION FOR SELF EVALUATION. THE CONTEXT. 2008-2012: No formal in-house development opportunity 2012-2013: Peer observation conducted but no input provided beforehand Oct. 2013: Input followed by peer observation (one per semester). THE PROCESS. - PowerPoint PPT Presentation
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SCHOOL OF FOREIGN LANGUAGES
PEER OBSERVATION FOR
SELF EVALUATION
THE CONTEXTo 2008-2012: No formal in-house
development opportunityo 2012-2013: Peer observation
conducted but no input provided beforehand
o Oct. 2013: Input followed by peer observation (one per semester)
THE PROCESSInput (rationale & purpose, foci, tools
& techniques, code of conduct, feedback language)
POST PEER OBSERVATION REFLECTION FORM
Filled in by the observed teacherI. FOCI OF OBSERVATION & TOOL USED TO
OBSERVE EACHII. EVALUATION OF PERFORMANCE IN
THESE AREAS DRAWING UPON EVIDENCE FROM OBSERVATION
III. ACTION PLAN TO ENHANCE EFFECTIVENESS OF LESSONS
IV. GAINS FROM THE PEER OBSERVATION PROCESS
ISSUES OF COMMON CONCERNo Clarity of instructions o TTT vs. STTo Learner involvement &
encouragement o Error correction o Variety in interaction patterns o Timing o Rapport o Monitoring o Use of aids & technology
ISSUES OF SEEMINGLY LITTLE CONCERN
o Suitability of materials and methods for level & type of learners
o Sensitivity to learners’ level of languageo Checking of learning o Achievement of objectives o Contextualizationo Handling of text, lexis, structure, etc.o Teacher questionso L1 use o Voice o Eye contact / blind spoto Presence, confidence
STRENGTHS COMMONLY MENTIONEDo Friendly atmosphere / mutual respect / humor o Student motivationo Learner involvement & encouragemento Choice of appropriate error correction
techniqueo Monitoringo TTT / Little echoing & rephrase o Timing o Use of visual aids / technology o Instructions & modelingo Suitability of materials and methods for the
level of learners
AREAS COMMONLY IDENTIFIED FOR IMPROVEMENT
o TTT/ Parroting / echoingo Instructions & modelingo Choosing between immediate & delayed error
correctiono Choosing the appropriate error correction techniqueo Pronunciation practiceo Variety in interaction patterns / group or pair work
rather than whole class activitieso Teacher questions to encourage discussion /
elicitationo Wait time / abiding by time limits set
ISSUES THAT EMERGED
o Choosing broad aspects like “classroom management”
o Not following up on areas previously set for improvement
o Judgmental language during feedback
SOME GAINS MENTIONED
o … the opportunity to become aware of the choices …I consciously make in class...
o Conducting group work was something I felt very confident about. However, from the perspective of another teacher, I realized there were actually things that I should improve.
o …We have a lot to learn from each other…o The suggestions she presented …helped me to start
dealing with this problem...o After I was observed, I came to the understanding that I should
go on …, which motivated me…o …we had the opportunity to compare our students’
performance and attitude towards English ... o … being observed by a colleague helped me gain a different
awareness and feel confident…o ... dialogue with colleagues what …most important for
students …how to best design a lesson…learn about classroom management and questioning techniques from observing other teachers…
