1) The document provides tips for conducting peer observations of teaching, including arranging observations, what to do before, during, and after an observation. 2) It discusses different models for peer observations, including pairs, triads, and chains. It also provides guidance on taking notes, reflecting on the experience, and providing feedback. 3) Conducting peer observations can help improve teaching practice through collaborative reflection, sharing innovative practices, and enhancing teaching quality.

1. TIPS
observing peers teaching
by Chrissi Nerantzi
@chrissinerantzi
Academic Development

2. useful tips to get you started
with peer observations
• What happens before
•during and
•after a peer observation?

3. before

4. before
• Do some reading around peer observations and study relevant media-rich resources provided (see
TESS online)
• Find a colleague you would like to observe and arrange a suitable time (the observation should last
between 40-50 min) This might be a face-to-face or online session.
• We can learn a lot from colleagues in a different discipline. Think about this when deciding about
your peer observation
• Consider carrying out the peer observations in pairs, triads or chains (see next slides)
• Ask your colleague to provide some info about the session you are going to observe (feel free to use
the pre-observation form)
• Discuss the aims, outcomes and boundaries of the observation with your colleague(s) in advance
• Agree with your colleague what will happen after the observation, meeting afterwards will be of
great value
• Consider asking your colleague if you could take a video
• If you decide to be observed, try to relax and prepare as you would normally but also remember
that the peer observation might be useful to trial an intervention and get some feedback from your
colleague.
• If you have any questions or reservations, add your thoughts to TESS online and get support from
the TESS community.

5. Pairs: Peer partnerships are voluntary, reciprocal,
cross-disciplinary, collegial relationships that support
reflective teaching practice

6. are voluntary, (cross-)disciplinary triads
relationships among three
colleagues that support reflective
teaching practice. One is
observed by the other two.
Feedback provided individually
then discussed by all three.

7. chains
are voluntary cross-disciplinary, collegial
relationships that support reflective teaching
practice. A colleague is observing another
colleague who is then observing a third
colleague.
Such peer observations are not reciprocal.

8. during

9. during
• When you arrive in the classroom or online
session, ask your colleague to introduce you so
that the students know what is going on and they
will be able to focus on the session
• Sit somewhere were you can see what is
happening but don’t be in the way, move if
necessary
• Keep notes
• Think about how you would feel as a learner in
this session?
• What would it feel like teaching this class?

10. after

11. after
• Reflect on the observation experience: What do you like? What would you do
differently and why? How did it feel to be there? Use Gibbs Reflective Cycle (see
next slide). Does the reflect parcel work for you?
• If you recorded part of the session, it might be useful to watch it and also share
with your colleague.
• Consider uploading the clip to YouTube and share it with the TESS community.
• Arrange a meeting with your colleague and discuss the observation: It will be
important to highlight strengths and use socratic questioning to make your
colleague reflect on specific aspects of his practice you would like to make some
observations. Be sensitive and constructive! Remember these peer observations
are developmental.
• Consider! Would it be useful to record your conversation? But remember that
what you discuss with your colleague(s) should be kept confidential.
• Focus on what you learnt through this observation experience and share your
reflections on TESS online. Feel free to use a media-rich approach if this works for
you.
• Engage in an online conversation with other TESS participants. What do you
notice?
• Consider continuing peer observations after the completion of TESS. Invite a
colleague to visit your classroom.
• You are welcome to continue using TESS online after completion of the
programme.

12. Consider using the Reflective Cycle (Gibbs, 1988)
6. Action plan Turning
If it arose 1. Description
experience into
again, what What
would you happened? learning!
do?
5. Conclusion 2. Feelings
What else What were
could you you thinking
have done? and feeling?
4. Analysis 3. Evaluation
What sense What was
can you make good and bad
of the about the
situation? experience?
12
http://www.hcc.uce.ac.uk/dpl/nursing/Placement%2
0Support/Model%20of%20Reflection.htm

13. 13

14. Consider introducing
an open door day and
invite your colleagues
to observe you
teaching!

15. Remember, there are many benefits
when observing our peers teaching
• develop teaching practice
• enable collegial and supportive peer conversations
around teaching practices
• individual and shared reflective practice that enhances
teaching performance
• explore the potential of teaching portfolios
• the dissemination of innovative and good practice in
learning and teaching
• enhanced teaching quality
• can you think of any others? Share them at TESS online