Dear Derek and SEDA colleagues,
The system you describe is just the kind of peer review of teaching process
that Kristine Mason O'Connor and myself advocated in SEDA Paper 124 with
case studies to show how it can work.
I know some people like to use observation forms to guide their feedback,
but I found that forms can become a straight jacket if you're not careful
and some observers go through a 'tick-box' exercise in stead of engaging
fully in the process. Also I think observation forms tend to focus on the
performance of the lecturer and there's so much more to teaching than that.
There is definitely a value in observing colleagues lessons but the
opportunity for dialogue on things like how to give feedback, designing
on-line learning resources, and aligning assessment with the published
learning outcomes are all equally valuable.
I also prefer the idea of thinking of professional dialogue rather than
'feedback' which implies a one way process (although I appreciate that it
doesn't have to be like that).
We call it peer supported review of teaching to emphasise that it is the
role of the colleague to support and help the colleague improve rather than
pass judgement.
David Gosling
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association
[mailto:[log in to unmask]] On Behalf Of Cox, Derek L.
Sent: 05 October 2011 16:02
To: [log in to unmask]
Subject: Re: Forms used in Peer Observation
Dear All
We have recognized the ambivalent nature of conventional observation schemes
which try to be both inspectorial and developmental. Consequently we have
separated them; the inspectorial remains for probationary staff and (very,
very occasionally) when individuals are having real trouble with their
teaching, but departments have also elected to use a developmental approach
- peer dialogue - when building team relationships in teaching, or putting
new emphasis on understanding and building on good practice etc. etc.
Peer dialogue recognizes that observers often get as much, if not more, out
of undertaking an observation as the observed does, and as you'll see
requires both parties to record what came out of the session for them. We
also use peer dialogue on the PG Cert as a tool for groups in cognate
disciplines to observe each other and reflect on the experience.
The post-observation record and the deliberately free form observation
schedule are attached. The post-observation record can be used formally or
informally; if we want the exercise to be very developmental and informal we
leave out the recording of names and dates and make the exercise more
private to the individuals concerned.
I haven't attached the more inspectorial form...pretty sure you all know
what that looks like!
Bw
Derek
===============================
Derek Cox
Head of Academic Practice
University of Leicester
9th Floor
Charles Wilson Building
University Road
Leicester LE1 7RH
Ph: +44 116 252 5056
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-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association
[mailto:[log in to unmask]] On Behalf Of John Peters
Sent: 05 October 2011 11:58
To: [log in to unmask]
Subject: Re: Forms used in Peer Observation
Hi folks,
We have a 'peer learning through observation' system at Worcester which
seeks to emphasise the learning from observation and discussion rather than
the stresses of 'being observed'. It was developed as a response to
concerns about the previous peer observation scheme and seems to have
delivered greater positive feedback and meaningful participation. The
detail and forms can be found at:
http://www.worc.ac.uk/adpu/899.htm
cheers
John
Dr John Peters
Academic Development and Practice
University of Worcester
01905 855506
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association
[mailto:[log in to unmask]] On Behalf Of Lilly, Jaki
Sent: 05 October 2011 11:35
To: [log in to unmask]
Subject: Re: Forms used in Peer Observation
Dear Carole
We too are in the process of reviewing our peer review scheme - attached -
and I too would be interested in information about how peer
review/observation is used within CPD frameworks elsewhere.
Best wishes
Jaki
Dr Jaki Lilly, FHEA, CertEd, University Teaching Fellow Academic Lead:
Academic and Professional Development Anglia Learning and Teaching Anglia
Ruskin University 3rd Floor, St George's House Cambridge
Tel: 0845 196 2783
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association
[mailto:[log in to unmask]] On Behalf Of Debby Cotton
Sent: 03 October 2011 16:33
To: [log in to unmask]
Subject: Re: Forms used in Peer Observation
Dear Carole,
Please find our peer review guidelines attached. Our system does not require
observation of a teaching session (except in the case of new staff on the
PGCert), but can incorporate review of other elements of teaching and
learning (assessment etc). However, I should also note that we are in the
process of reviewing this scheme. I'll be very interested to see what you
find about schemes elsewhere.
Best wishes,
Debby
Dr. Debby Cotton
Associate Professor, Head of Educational Development, Teaching and Learning
Directorate, Room 107, 3 Endsleigh Place, University of Plymouth, Devon PL4
8AA
Tel: 01752 587614
http://www.plymouth.ac.uk/staff/dcotton
http://www.plymouth.ac.uk/pages/view.asp?page=28108
Follow me on Twitter: dcotton11
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association
[mailto:[log in to unmask]] On Behalf Of Carole Davis
Sent: 30 September 2011 12:25
To: [log in to unmask]
Subject: Forms used in Peer Observation
Dear SEDA Colleagues
Our organisation are looking towards reviewing our current peer teaching
observation form and accompanying guidelines. I am aware that this brings
with it a counter narrative about the purpose of teaching observations and
whether one form can be used as both a standard setting and developmental
tool. Another narrative is the concept of a tool only being as good as its
operator and what purpose a form serves in the first place. However, it's a
start and I have to say that I am fascinated to the point of obsession with
teaching observations in higher education.
What we wanted to do here at Middlesex was to start by looking at what was
currently being used across the sector. It would be great, providing you
are comfortable with this if colleagues might send an example of peer
teaching observation forms used at their own organisation and their views on
their strengths and weaknesses of these documents together with what informs
the various headings /sections.
I am particularly interested in what factors would seem to be important when
designing a peer teaching observation form and if anyone has experience of
moving away from a prescribed and rigid format to one which allows more
freedom while taking into account non-traditional teaching.
I look forward to hearing from you.
Regards,
Carole Davis
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