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Peer Observations – making them as effective as possible

Peer Observations – making them as effective as possible. Focus group presentation. Intro. Not talking about forcing people to do peer observations Great resistance to observations from many – but we are not talking about them for the moment!

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Peer Observations – making them as effective as possible

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  1. Peer Observations – making them as effective as possible Focus group presentation

  2. Intro • Not talking about forcing people to do peer observations • Great resistance to observations from many – but we are not talking about them for the moment! • Assuming there is sufficient pressure/personal motivation/incentives

  3. ‘Cognitive’ vs ‘behavioural’ change Effective PO involves changing: • Beliefs • Rather than just behaviour – making a change without your underlying beliefs

  4. Can we really change beliefs of teachers? • Behavioural descriptive • Cognitive reflective – so permanent change • Takes longer, more challenging • Needs longer period (so more than one obs)

  5. What is peer observation? • Peer observation needs to be 2-way – Simon Borg • Also ‘observational study’ – more one-way • Define exactly what your system is... • Is it for mutual development? - Bi-directional peer observation • Both teachers can see what differences have occurred

  6. General recommendations  • Can copy a technique – doesnt truly result in a change of beliefs... • Needs follow-up discussions • Need to discover your own needs • Need to reflect – needs training and follow-up • Reflective practice the key - ie essential to reflect on the process effectively

  7. Follow-up discussions – depends on issue but may be needs an hour (some strongly felt this, others thought it should be more flexible) • Needs a lesson plan – must know aims; doesnt need to be detailed necessarily – dont want to put too much pressure on them • Aims of lesson are the important thing • Before do follow up should have some questions to reflect on

  8. Some dont want to give detailed feedback – feel not qualified as trainer feedback – causes withdrawal from process • Depends on how the feedback is given • Need to be taught how to do it so that withdrawal doesnt occur • As trainers we need to help them find the path

  9. How to decide the pairs is an important motivational issue • Often want to be pairs with their partners (not necessarily friends) – to meet needs • Recording feeback session can be useful • Need to be able to learn a skill from observing • Reflection period helps identify the areas you are interested in • Need to integrate ideas raised with general training available

  10. Are they observing just once on an issue? Depends on the issue... • Very qualified people sometimes just want to observe to see how something being done • Want to see variety • Structured peer obs doesnt work in our culture... • Structured peer obs can be better for less experienced

  11. Give options of PD – peer obs can be just one • Not a good idea to force them... • Many teachers do it anyway – works better then • But need to frame the project to help them use the process to develop

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