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Observations: Learning from each other RACHEL APPLEBY IH Barcelona 2013

Doing the same ol ’ thing each lesson? Stuck in a rut? Try something different to breathe new life into your teaching! . Observations: Learning from each other RACHEL APPLEBY IH Barcelona 2013. What do YOU think?.

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Observations: Learning from each other RACHEL APPLEBY IH Barcelona 2013

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  1. Doing the same ol’ thing each lesson? Stuck in a rut? Try something different to breathe new life into your teaching! Observations: Learning from each otherRACHEL APPLEBY IH Barcelona 2013

  2. What do YOU think? 1. An additional presence ... will alter the behaviour of the group and the individuals. [...] There is no getting away from the observer´s presence … . MAINGAY, 1998 3. Best of all is when the aim of each observation is defined not by the observer but by the teacher and related to an area of improvement the teacher wishes to work on. WAJNRYB, 1995 2. It is almost impossible for the observer to capture the events of the classroom accurately and objectively. ALLWRIGHT, 1988

  3. Outline So, … Developmental observations Classroom focus issues Procedure How to collect data Over to you! Tips for the observer Action!

  4. In developmental observations, you … • share experiences, exchange ideas • learn from each other • learn by doing, experimenting • have the privilege of ‘just watching’ • observe others’experiences and so learn more about your own teaching • become a better teacher • become a more motivated teacher!

  5. Classroom issues Students’ motivation Use of L1 (?Spanish) Getting the students to talk Dealing with mistakes T-St interaction ? Giving instructions Teacher’s questions

  6. Peer observations: in a nutshell • Find someone to work with. Arrange to meet. • Meet and (a) decide who’s observing whom first, and (b) decide on the focus of the observation. • The lesson takes places: teach / observe. • Afterwards, meet up again to discuss the lesson. • Decide on a follow-up / action plan. • Repeat the process, swapping roles.

  7. Considerations • Who should you pair up with? • Where should you meet to chat? • How do you decide what to focus on? • Who decides the focus of the lesson? • How can you collect information / data on the lesson? • What are you going to do with it afterwards? • Anything else?

  8. Collecting data e.g. Teacher questions:

  9. More on questions • Question distribution • Write the Q no. in the circle (= student) if the student answered a question. •  •  • Student participation • V = volunteered an answer • A = they were asked to answer (V1, V2 etc) Hopkins, D. (1985). A Teacher’s Guide to Classroom Research. Open University.

  10. Focus topics Choose one of the following, and consider a) what an observer could note down • b) howthey could collect data. Board work Dealing with mistakes Students’ motivation Giving instructions Use of L1 (?Spanish)

  11. Focus topics • a) What to note down: • Clear? Useful? Use of colours • What is it (not) used for? • Efficient? • Planned? Board work • b) How to collect data, e.g. • 1xA4 sheet per use of board: copy what you see • Use a different colour pen to make suggestions • Column on RH side for comments

  12. After the lesson • Let the person who taught speak first. • Talk through the lesson: Did it go according to plan? Why / Why not? • Discuss the observer’s focus, and listen to any comments / ideas / suggestions. Note down findings. • Think about what you can do to respond to the findings. Make a note of things to try out next time.

  13. Tips for the Observer! • Be on time! • Ask beforehand where you should sit. • Don’t disturb, intrude, or get involved. • Enjoy a quiet period: listen, watch and learn! • In feedback, first listen! • Ask questions about things that happened. • Offer suggestions. Be positive. • Don’t evaluate the teacher; talk about the lesson. • Thank the teacher!

  14. What now? - Action plan! Think again back to a lesson you taught... • What area(s) would you like to improve? • What could you ask someone observe? • Who could observe you? • What would YOU like to observe? (level / lesson type / teaching strategies) • Who could you ask?

  15. Outcomes Peer Observations … Generate an exchange of ideas Take place in a non-threatening environment Promote dialogue in the staffroom Provide job satisfaction Encourage you to question how you do things Promote teacher respect, trust and support Encourage staff – and school – development

  16. Refreshed! Sharing ideas! Motivated! Observations: Learning from each otherTHANK YOU!RACHEL APPLEBY IH Barcelona 2013

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