Research Guides: Fearless Teaching in the UMD Libraries: Completing Your Observation

Completing Your Observation

Your discussion in your pre-observation meeting or your pre-observation form should guide your observation. Below we have listed several options for observation forms. You may choose one of the forms to use during the observation. If you choose to use one of the observation forms, please confirm that your partner is comfortable with the form.

If you choose to use one of the observation forms below, please be sure to make a copy of the form so you will be able to edit and share with your peer teaching observation partner.

Observation Form A: Session Timeline
This form is an excellent choice if your partner is focused on time management in their teaching. This form focuses on the timeline of the session, what is being covered, and how long your partner is spending in each of these areas.
Observation Form B: Teaching Behaviors
This form is an excellent choice if your partner is interested in feedback on their behaviors while teaching. This form will list different behaviors for class session organization and teaching delivery.
Observation Form C: Open-Ended Feedback Form
This form is an excellent choice if your peer teaching observation partner wants feedback on evidence of student engagement and learning in their session. This form allows for open-ended responses for the observer to focus on the students' experience in the classroom.

Best Practices for Peer Observation

When deciding to participate in peer observations, approach the process with an open-ness to new ideas, willingness to receive critical feedback, and commitment to prioritizing the growth and development of students.
When engaging in peer review of teaching, provide your observer with the context for the session, goals for the teaching observation , your teaching philosophy, and the degree of criticism you would like to receive (p. 186).
Ask your observer to focus on an aspect of teaching that you think you should address. Giving your observer a specific focus allows them to pay careful attention to what you are most interested in improving (p. 187).
When inviting a colleague to participate in peer review of teaching, make sure you both set aside adequate time for the process: time for the pre-observation meeting, time for the observation itself, and perhaps most importantly, time for feedback and reflection during the post-observation discussion (p. 188)

References:

Alabi, J. & W. Weare. (2014). Peer review of teaching: Best Practices for a non-programmatic approach. Communications in Information Literacy, 8(2), 180-191.