Successful implementation
Structuring meetings
Successful peer observation of teaching requires planning of the whole process. Normally this should include a pre-meeting, the teaching session observation meeting and a (possibly shorter) de-briefing meeting.
Pre-meeting
It is important that the observation session has a clearly defined purpose and that negotiation of how the observer may be of help is undertaken before a teaching session. This might involve establishing an agenda in a pre-meeting that includes how the particular teaching session is positioned in a module or programme; what is being attempted; what delivery methods are being used; what specific feedback is being sought by the observed member of staff. Example forms for both observer and observed are available in the section on resources in these guidance notes.
Observation of teaching meeting (including use of video)
Observation clearly is predicated upon a member of staff being present in a teaching-learning encounter and though this is bound to alter 'normal' dynamics, staff have found the disruption to be minimal eventually, though the latter sometimes depends upon the size of taught groups and the degree to which the observer can 'blend in' to the background. The observer may wish to record their observations and feelings as well as possible advice or issues for exploration after the session. It is important however that reliance upon memory is minimised, particularly if debriefing does not occur immediately. No one approach to this recording process will work for all situations. So, a variety of structured observation sheets or checklists (eg simple event by event and time course; pacing and/or students ability to take notes, engage in interactive activities etc) can be used as well as unstructured approaches (effectively a blank sheet of paper).
Video records?
These paper-based records, checklists etc could be supplemented by video-recording of the teaching session. Recordings may then be used to supplement observation evidence, or to clarify evidence presented by the observer, but in addition, may also be used by the person observed to 'talk through' a self evaluation as part of the de-briefing. The member of staff being observed is then in a better position to relate more objectively what was intended to what was happening 'at the time', and conclude what there is to learn from it. This addition can be very powerful (but may be destructive in some cases), so a decision to use it should not be taken lightly. Furthermore, video recording a teaching session may well perturb the 'normal' teaching environment even further than caused by the mere presence of an observer. Students, as well as staff, may be affected by the presence of a video camera, either over or under reacting depending upon personality, intimidation, novelty etc.
De-briefing meeting
In order to minimise possible negative impacts of feedback comments, observers should invite initial self-reflection (with or without aid of video recordings) by the observed member of staff. This may allow the observer to give non-judgemental, constructive feedback in a way that is more helpful, focused and less extensive. Only those points of interest and/or debate not already highlighted by the member of staff being observed then need to be addressed. Of course, the extent of such feedback will depend upon self-awareness and good reflection skills. There may be significant gaps between what was intended by the lecturer and what actually occurred during a teaching session. Nevertheless, regardless of how little or extensive the feedback observers need to give, sensitivity and skill are required to deliver helpful observations, comments and possibly advice in a way that allows those observed to preserve their self-esteem.
What is feedback for?
It is sometimes easy to confuse observed behaviour with intentions and it is therefore imperative that the observer focuses on behaviour, since behaviour is visible while intention is not. In the University's approach to peer observation of teaching it is vital that both observer and observed, as giver and receiver of feedback respectively, accept responsibility for their joint relationship. This requires trust, risk-taking, honesty (including openness from the observed) and a concern for others; a genuine desire to help others improve and succeed as well as a joint commitment to personal and professional development. Slade (2002) reports, "it is harder to observe than be observed", but maybe this overestimates the role of observer. I suspect it is as difficult to learn how to receive feedback well as it is to give constructive feedback well.
The following sections focus on guidance for both observer (giving feedback) and observed (receiving feedback). Though the guidance offered may appear to be obvious or 'common sense', putting such information into use may well take some practice, both in simulated and real peer observation of teaching sessions.
Giving feedback
The following guidance, based upon principles outlined by Jaques (1991), supplemented with examples where appropriate, is provided to ensure that feedback is given as constructively as possible.
1. Timing and venue
Normally, feedback should be given as soon after the teaching session as possible in an organised de-briefing, preferably at a time and place chosen by the member of staff being observed - avoiding the taught students, in either seminar room or coffee shops. However, there may be occasions when the member of staff wishes to take more time to reflect on the observed teaching session and immediate de-briefing may be postponed since messages are less likely to be heard or absorbed.
2. Style
Feedback should be descriptive (non-judgemental) rather than evaluative (judgemental), which reduces defensive reactions from receivers. Describing your own honest reaction, or that of students (including minorities as well as majorities), with care and sensitivity leaves the receiver to evaluate what to do about the feedback - not all of which needs to be acted upon. Describe how you see it and leave it up to the other person to decide how they will use your feedback. If asked, you may wish to explore options for making improvements with your colleague.
3. What
Feedback should be specific and concise, using examples, rather than general or avoiding the point, and be focused upon behaviours that can be changed or controlled. Specific feedback is more likely to stimulate changes in behaviour. For example, "When you posed a question to the students and then only waited five seconds before providing your own answer it prevented them from interacting during the lecture." is much more helpful than non-specific feedback such as "Your questioning technique was poor."
It is easier to give specific feedback if the person being observed has already declared in advance what they would like you to comment upon. So, the pre-meeting between observer and observed is highly recommended to facilitate making maximum use of focused feedback. For example, you may be asked "to take notes during this lecture and let me know how easy this might be for students". Alternatively, feedback may be offered. For example, "Would you like me to comment on the use of audio-visual aids in your seminar?"
4. How
For feedback to be both constructive and effective, too much as well as too little can be counter productive. Furthermore, there needs to be a balance between positive and negative; usually 2-3 positive comments to one thing that should be changed. If the observers are asked, then suggesting how changes might be introduced would be appropriate. It is important that observers don't merely provide feedback but check that their message has been understood, correcting any misunderstandings as necessary.
Another option is to report directly on a practical experience of being a 'student' in the teaching session. For example, an observer may report on their own experience of trying to make notes during a lecture. Re-living the student learning experience through the observer may give the observed member of staff very different insights.
Finally, it is also important for an observer to deliver feedback in a direct way, where the verbal message and non-verbal message are congruent (good eye contact; open, receptive body posture).
Receiving feedback
The de-briefing session is a constituent part of the observation of teaching processes, and preferably should be organised at the outset. The following guidelines are offered to those whose teaching has been observed.
1. Timing and venue
Agree the time and venue for the de-briefing at the outset, but if you aren't 'in the mood' or don't feel receptive, then postpone it. However, don't leave too long a gap between observation and listening to feedback, memories are notoriously unreliable, even within a day of an event. You will probably be asked to make an initial self analysis - possibly against the criteria you have outlined in the pre-meeting session. It may be helpful to ask for feedback during as well as after you have completed your own analysis. This will facilitate a more conversational style and is to be encouraged, although there will inevitably be other things upon which your observer will wish to comment.
2. Communication style during invited feedback from your observer colleague
Listen actively to what the observer is saying, allowing them to complete their reflective observations without interruptions. Your own body language should be open and receptive. Afterwards, check first that you have understood the message your observer is relaying. If this is problematic then further interchanges of clarification and digestion may be required. It may be that the feedback is too general and that you require your observer to be more specific. For example, "You say I seem to confuse students. Could you give me an example of when this occurred, and what I said that was apparently unclear?"
3. Responses to feedback
Once agreement has been reached about the key message from feedback, even if you don't agree with the point, it is better not to argue or to logically rationalise your own behaviour. This can be difficult, but thank your observer for their feedback, and try to be positive in your response to what they are saying. This will encourage them to be even more open in giving you further feedback.
4. Encourage balanced feedback
It isn't always easy for your colleague to highlight areas for improvement, even though this has been agreed by both parties. So encourage them to do so by actively seeking comments about things that they felt worked less well or could be improved by attending to specific activities. In addition, seek comments on things they liked, thought worked well or even were a revelation to be shared with other colleagues in the University.
The variety of 'teaching' for peer observation
Gosling (2002) argues for a comprehensive range of teaching, defined very broadly, to be observed, and not just the obvious performance activities of colleagues delivering lectures and seminars. Notwithstanding previous arguments there is a greater chance of observing more 'artificial teaching' caused by the mere presence of an observer in small group teaching sessions such as tutorials, laboratory classes, field trips etc. However, especially where such activities form significant proportions of overall teaching activity, it is important to include these in any overall strategy for peer observation. Also, this should include the scrutiny of teaching and learning materials, including handouts in use, on-line materials, as well as facilitated discussions (synchronous as well as asynchronous), where used.