Centre for the Advancement of Teaching and Learning
A Good Practice Guide: Peer Review for Enhancing
Teaching and the Teaching Environment at UWA
August 2009, www.catl.uwa.edu.au/etu/peer
UWA Peer Observation of Classroom
Teaching
Information, Protocols and
Observation Form
.
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
Purpose
The principal purpose of peer review is to encourage reflection and development of practice,
skills and understanding of teaching and learning.
This Information, Protocols and Observation form for Peer Observation of Classroom Teaching
accompany the Principles for Peer Review of Teaching at UWA and the UWA Good Practice
Guide: Peer Review for Enhancing Teaching and the Teaching Environment at UWA.
The principles (endorsed by the T&L Committee May 09), which informed the development of the
good practice guide, were developed over a number of years and are the result of a long process
of considering the most appropriate model of peer review for implementation at UWA. The
principles and good practice guide can be found at: http://www.catl.uwa.edu.au/etu/peer
UWA values the importance of peer review in enhancing the quality of teaching and learning and
encourages all staff to engage in an ongoing, developmental peer review process of being
reviewed and as a reviewer.
Your comments about this resource are welcomed. Please send your comments and
suggestions to (catl@uwa.edu.au)
To whom do these protocols apply?
All academic and professional staff involved in teaching are strongly encouraged to demonstrate
engagement in collegial, systematic and developmental peer review of various dimensions of
their teaching throughout their career. The focus should be on development and enhancement of
their own teaching and the teaching of their colleagues.
All staff are strongly encouraged to engage in a peer review of one dimension of their teaching
annually and to have acted as a peer reviewer of a colleague annually.
The following dimensions may be a focus for peer review:
1 Observation of classroom practices
2 Course and unit content
3 Teaching and learning strategies
4 Learning materials and resources
5 Assessment practices
6 Support for organisation and management of teaching
7 Leadership roles in teaching and learning
8 Evaluation of teaching
9 Scholarly teaching and scholarship on teaching
10 Postgraduate Supervision
This resource provides information, protocols and a template form to assist staff undertaking a
Peer Observation of Classroom Practices, which all staff engaged in teaching are strongly
encouraged to undertake as a minimum. In particular, early career teachers should focus on
aspects of their classroom practice in the first instance.
See the Good Practice Guide (www.catl.uwa.edu.au/etu/peer) for further information about the
other dimensions of teaching which can be reviewed. In time, resources to assist staff engaged
in Peer Review of these other dimensions of their teaching will also be developed.
The following is an adaptation of the resources developed in the A
.
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
1 Observation of classroom practices
Observations of classroom practices may be made through direct observation by the reviewer, or
indirect observation using video or lectopia recordings. A reviewer of this dimension may be any
colleague who is at the same stage in his/her career or a more experienced colleague in the
discipline.
It is desirable that a reviewer would focus only on one or two aspects of classroom teaching at
different times. For example:
Presentation skills (introductory procedures, style, verbal and non-verbal skills)
Content of teaching (quality and relevance of material, coherence, clarity)
Effectiveness of use of media and technology (web, presentation of materials, lab
equipment, studio, clinical)
Facilitation and engagement skills (leading discussion, questioning, supervision of
student learning activities, classroom management)
Classroom climate and quality of relationships of students with students and students
with teacher
Closing of a session and linking to previous, future sessions.
These are outlined under nine aspects of teaching to be observed:
1. Students are actively engaged in learning
2. Students prior knowledge and experience is built upon
3. Teaching caters for student diversity
4. Students are encouraged to develop/expand their conceptual understanding
5. Students are aware of key learning outcomes
6. Actively uses links between research and teaching
7. Uses educational resources and techniques appropriately
8. Presents material logically
9. Seeks feedback on students’ understanding and acts on this accordingly
These nine aspects account for more traditional lecture and tutorial teaching contexts but can
also be applied to laboratory and clinical contexts. It is appropriate to expand the aspects to
allow other teaching practices to be observed (eg practical demonstrations) if you feel these nine
aspects do not appropriately reflect your teaching. If additional aspects are developed, please
provide these to CATL so that they can be added to this resource.
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
The Process
Nomination of teaching session(s) to be observed
It is the responsibility of the person who is to be reviewed to nominate the session(s) to be
observed; these may be formal classes, tutorials, a flexible learning activity, a laboratory class, a
clinical session etc. The reviewer may make alternative suggestions on the basis that an
alternative session may provide a better opportunity for the person to receive more informative
feedback on her/his teaching ability, but the final choice rests with the person to be reviewed.
Practicalities such as the availability of the reviewer and the physical location should be taken
into account.
Reviewees should provide the reviewer with a brief synopsis of relevant course and session
learning objectives, along with any necessary handouts. S/he may also, if they wish, provide
other information and documentation relevant to their chosen teaching sessions, particularly with
regard to any alignment between the theoretical and practical aspects of their teaching: for
example, it would assist the reviewer if the reviewee provided information on the outcomes they
are hoping their students will achieve during the session, and of the learning activities and
teaching strategies they intend to use to support these learning outcomes. However, the nature
and extent of the additional information provided is left to the reviewee’s discretion.
Meeting between the reviewer and the reviewer BEFORE the observations
If at all practical, it is advisable for the two to meet before the observation(s) of the teaching
session(s). The assumption is made that both the reviewee and the reviewer will be familiar with
protocols associated with the internal review process.
The purpose of the meeting is to provide the reviewee with an opportunity to nominate the
session(s) to be observed, discuss issues they perceive to be relevant, and make available any
relevant documentation (for example, course outlines, curriculum, resources given to students
etc). When this meeting concludes, the steps that follow it should be clear to both the reviewee
and the reviewer, as should their respective expectations. It is important that the reviewee be
confident that they have been given every possible opportunity and consideration, before, during
and after the observation process, to demonstrate their teaching ability.
Discussion about the extent of confidentiality of the observation and use of the observation form
and feedback should be established and agreed at this time. It is recommended that agreement
be reached on the inclusion of the reviewer observation form and the reviewee’s self reflection
document in the Teaching Portfolio appendices.
While there is no set duration, it is estimated that thirty to sixty minutes should be more than
sufficient to cover the ground required.
Checklist:
1. Negotiate and refine details of the observation protocol
2. Check and finalise logistics for observation(s) and post-observation meeting
3. Reviewee explains:
session objectives
rationale for chosen teaching strategies
how the teaching session fits in to the overall course
any additional aspects appropriate to the context
The observation(s)
The reviewer will passively and unobtrusively observe the nominated session(s), and record their
observations. It is recommended that the reviewee lets the students in the session to be
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
observed know that there are visitors but not indicate that the purpose is to review the reviewee’s
teaching.
Meeting between the reviewee and the reviewer AFTER the observations
As soon as practical after the observations have been completed, there should be a second
meeting between the reviewee and the reviewer. The purpose of this meeting is to provide an
opportunity for the reviewee to indicate whether the observed session was a valid opportunity for
them to display the qualities of their teaching, and whether any unforeseen actions prevented
them from completing their planned activities. If the reviewee and the reviewer agree that the
observed session was not a valid opportunity for the applicant to display the qualities of their
teaching, then a second opportunity for peer observation may be organised. The reviewer should
provide informal constructive formative feedback to the reviewee on their teaching.
Checklist:
1. Provide reviewee the opportunity to discuss whether the observed session allowed
her/him the opportunity to use their planned approach. Why/why not?
2. Provide the reviewee the opportunity to self-assess against the agreed aspects and
provide reviewer a copy of their self-assessment.
3. Provide reviewee the opportunity to describe if he/she would do anything differently.
Why?
4. Discuss details of a second observation session, if needed.
Completion of Observation Form and provision of feedback by the reviewer
As soon as conveniently possible after the session and post-session meeting have been
completed, the reviewer should finalise his/her report.
The completion of the Observation form and constructive feedback should be confined to what
was observed in the teaching session(s), and the subsequent discussion with the reviewee.
Other aspects relevant to the reviewee’s contribution to learning and teaching may be expected
to be addressed in subsequent reviews of other dimensions of their teaching, and documented in
their portfolio.
The completed report should be signed and forwarded in person or by mail to the reviewee. The
reviewee is also encouraged to complete the Observation of Teaching Session Report as a self-
reflection exercise that takes into account the feedback from the reviewer.
It is important that the reviewer accepts that his/her report should be statements that convey
his/her qualitative judgment of the reviewee’s teaching at that particular instance and that a
global statement on their overall teaching cannot be inferred.
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
The aspects of classroom observation
This section contains details of the nine aspects of teaching that should inform the process of
peer observation of classroom teaching. The nine aspects of teaching outlined below are not
independent; inevitably there is overlap across different aspects. The aspects largely reflect the
“traditional” lecture/tutorial presentation format adopted by many academic staff. Other aspects
may be added/substituted to adjust to different teaching settings and styles, such as online
teaching, small-group or problem-based learning sessions, clinical or demonstration teaching.
The aspects of teaching used in this protocol, together with associated teaching strategies, are
provided as a broad guide only. The strategies outlined are an attempt to illustrate the types of
teaching behaviours judged to relate to, and enhance, the respective aspects of teaching
observed.
It is unlikely that any one teaching session would demonstrate all of the outlined teaching
strategies to the same, significant extent. Some teachers may use a few selected strategies
extensively; some may use several different strategies in combination so as not to be too
dependent on a narrow approach to their teaching; some may use alternative strategies that
have been shown to be effective for their particular discipline or group of students. Each of these
approaches may have equal efficacy and validity; what is essential during the observed teaching
session is the effective demonstration of a planned approach to teaching using strategies that
have been identified beforehand and which incorporate appropriate breadth of the nine aspects
of teaching outlined, as well as others relevant to the context.
The pre-meeting between the reviewee and the reviewer is important. In that meeting the
reviewee will identify the strategies to be used during the teaching session to be observed and
articulate the aspects they would like to seek feedback on and if there are any additional aspects
appropriate to the context. After the teaching session has been observed, the peer reviewer
should meet briefly with the reviewee to determine if the observed session provided reasonable
opportunity for the demonstration of the agreed aspects of teaching. If the reviewee and the
reviewer agree that the session did not provide such a reasonable opportunity due to unforeseen
circumstances, then another observation session may be arranged.
Aspects of Teaching to be Observed
1. Students are actively engaged in learning
2. Students prior knowledge and experience is built upon
3. Teaching caters for student diversity
4. Students are encouraged to develop/expand their conceptual understanding
5. Students are aware of key learning outcomes
6. Actively uses links between research and teaching
7. Uses educational resources and techniques appropriately
8. Presents material logically
9. Seeks feedback on students’ understanding and acts on this accordingly
1: Students are actively engaged in learning
Indicative teaching strategies for demonstrating this aspect may include:
fostering a supportive, non-threatening teaching/learning environment
encouraging students to express views, ask and answer questions, and allow time
and opportunity for this to occur
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
using questioning skills which encourage student engagement
providing immediate and constructive feedback where appropriate
demonstrating enthusiasm for teaching and learning
(for smaller groups) fostering extensive interaction
(for very large groups) presenting in such a manner as to achieve maximum
engagement
2: Students prior knowledge and experience is built upon
Indicative teaching strategies for demonstrating this aspect may include:
being fully aware of and/or determining students’ prior knowledge and understanding
building on students’ current knowledge and understanding, and taking them
conceptually beyond this level
where appropriate, using and building upon student contributions and preparation
3: Teaching caters for student diversity
Indicative teaching strategies for demonstrating this aspect may include:
demonstrating an appreciation of the different levels of knowledge and understanding
in a group
addressing, as appropriate, different learning needs and styles within the group
focussing on building confidence, enthusiasm and intrinsic motivation
fostering students’ responsibility for their own learning, encouraging them towards
being self-directed learners, (as distinct from teacher-directed learners)
using appropriate strategies for different needs, balancing discursive interactive
strategies with those that are more didactic (where simple transmission of knowledge
is needed)
recognising, at times, the need for teacher-directed strategies such as explaining, and
being able to implement these effectively
exercising balance between challenging and supporting students
designing activities/tasks that allow students of differing abilities to participate/engage
and demonstrate/enhance their learning
providing examples or opportunities for discussion that cater for cultural diversity
4: Students are encouraged to develop/expand their conceptual understanding
Indicative teaching strategies for demonstrating this aspect may include:
helping students bridge the gap between their current conceptual understanding and
the next “level”
helping students become aware of what the next levels are
encouraging students to become self- directed learners by using the
“lecture”/presentation as the stimulus for individual study/learning
challenging students intellectually eg by extending them with
question/answer/discussion components where students’ conclusions must be
justified to the teacher and peers. This usually involves questions such as “What do
you think is going on”; “Why”; “What if…?” etc
encouraging students to internalise or “construct “ their individual conceptual
understanding (ultimately the learner must be responsible for his/her own learning)
encouraging deep (intrinsic) rather than surface (extrinsic) approaches to learning
working cooperatively with students to help them enhance understanding
clearly demonstrating a thorough command of the subject matter
5: Students are aware of key learning outcomes
Indicative teaching strategies for demonstrating this aspect may include:
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
ensuring students are progressively aware of key learning outcomes
focussing on learning outcomes at key points in the presentation
ensuring a synthesis of key learning outcomes is emphasised towards the conclusion
of the session so that individual student follow-up work is well focussed
encouraging each student to accept responsibility for learning issues to follow-up and
consolidate
ensuring students are aware of the link between key learning outcomes and
assessment (formative and summative), as appropriate
6: Actively uses links between research and teaching
Indicative teaching strategies for demonstrating this aspect may include:
emphasising, where appropriate, links between research outcomes and learning
using research links appropriately, given the level of student conceptual development
raising students' awareness of what constitutes research
7: Uses educational resources and techniques appropriately
Indicative teaching strategies for demonstrating this aspect may include:
using IT techniques effectively, eg PowerPoint or multimedia presentations of a
professional standard
using, as appropriate, a balance of IT and other strategies
using available classroom resources to support student learning effectively
supplying resources, materials and literature to support student learning
using specific educational strategies and techniques in the design and delivery of
teaching sessions, to achieve key objectives
8: Presents material logically
Indicative teaching strategies for demonstrating this aspect may include:
providing an early brief structural overview of the session
developing this structure in a coherent manner, ensuring students are constantly
aware of the development of the session
providing time for reviewing at key stages, including closure
establishing closure, aiming at helping students draw together and understand major
issues and identify individual learning needs and short-comings
9: Seeks feedback on students’ understanding and acts on this accordingly
Indicative teaching strategies for demonstrating this aspect may include
seeking feedback progressively during the session eg through constant observation of
interest level and engagement and by using specific questions to test understanding
modifying the presentation to accommodate feedback messages
seeking feedback towards the conclusion of the session to assist student to determine
individual work to be consolidated
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
Peer Review of Teaching
Observation of Teaching Session Report
Applicant’s details
Reviewee’s Name: _________________________________________________
Faculty: _________________________________________________
School: _________________________________________________
Unit Name: _________________________________________________
Level: _________________________________________________
Type of Session _________________________________________________
(e.g. lecture/tutorial/workshop)
Number of students in unit: _____________________________________
Number of students in this class: _____________________________________
Date and time of session: _____________________________________
Length of session: _____________________________________
Part of session observed: _____________________________________
Dimensions to be observed (1-9)
Reviewer
Reviewer’s name: _________________________________________________
School & Faculty: _________________________________________________
Please read the details included in the Dimensions of Teaching to be Observed listed earlier in
this document
Signature:
Date:
.
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
A. General comments
Dimensions of learning and teaching activity: Quantity and quality of evidence
1. Students are actively engaged in learning No apparent Some Many Extensive
examples examples examples examples
Your examples and comments:
Effectiveness Effective Very Exceptionally
not clear effective effective
2. Students’ prior knowledge and experience is built No apparent Some Many Extensive
upon examples examples examples examples
Your examples and comments:
Effectiveness Effective Very Exceptionally
not clear effective effective
3. Teaching caters for student diversity No apparent Some Many Extensive
examples examples examples examples
Your examples and comments:
Effectiveness Effective Very Exceptionally
not clear effective effective
4. Students are encouraged to develop/expand their No apparent Some Many Extensive
conceptual understanding examples examples examples examples
Your examples and comments:
Effectiveness Effective Very Exceptionally
not clear effective effective
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
5. Students are made aware of key learning No evidence Some Clear Extensive
outcomes evidence evidence evidence
Your examples and comments:
6. Actively uses links between research and No apparent Some Many Extensive
teaching examples examples examples examples
Your examples and comments:
Effectiveness Effective Very Exceptionally
not clear effective effective
7. Uses educational resources and techniques No apparent Limited Good Extensive
appropriately examples range of range of examples
examples examples
Your examples and comments:
Effectiveness Effective Very Exceptionally
not clear effective effective
8. Presents material logically Logic not Logic Logic very Logic
apparent apparent clear exceptionally
clear
Your examples and comments:
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
9. Seeks feedback on students’ understanding and No apparent Some Many Extensive
acts on this accordingly examples examples examples examples
Your examples and comments:
Effectiveness Effective Very Exceptionally
not clear effective effective
10. Other areas relevant to institutional priorities No apparent Some Many Extensive
examples examples examples examples
Your examples and comments:
Effectiveness Effective Very Exceptionally
not clear effective effective
UWA Peer Observation of Classroom Practices: Information Protocols and Observation Forms
B. Your summary of the quantity and quality of evidence and outcomes observed
C. Reviewee’s reflection on reviewer’s comment