Peer observation Poster
Vanesa Cladera
Created on November 9, 2021
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Transcript
Interaction
Discipline
TTT/STT
Handling of material
RESULTS
Benefits
- Sense of community.
- Mutual and collaborative learning experience.
- Trust and affective support.
- Improved CM skills.
- New ideas and activities
- Awareness of the significance of unique teaching styles.
Challenges
- Technical issues.
- Objectivity vs. friendship.
- How to provide friendly criticism.
Context-Participants
Guiding questions
Why peer-observation?
Methodology
Sts' participation
BB use
Timing
Correction/feedback
Demonstration/exemplification
Use of L2
Use of equipment/resources
Use of available space
PTS'REFLECTION:AREAS TO BE IMPROVED
Introduction
Instruments
Implementing asynchronous peer observation to enhance reflective pre-service practice during the pandemic
learning FROM PEERS
DATA
FINAL CONCLUSION
TEACHERS: María de los A. Bortagaray & Vanesa Cladera MENTOR: Ana Cecilia Cad
- Universidad Autónoma de Entre Ríos (UADER), Facultad de Humanidades, Artes y Ciencias Sociales. Concepción del Uruguay, Entre Ríos, Argentina.
- English teacher training program.
- Four trainees from the fourth year of their training.
How can PTS’ observation result in a beneficial backwash effect on their teaching practice?
- Which are the benefits of exchanging insights about teaching performance through peer observation?
- How does peer observation foster PTs´ reflection on pre-service teaching practice?
- What learning opportunities does peer observation offer to PTs observees and PTs observers?
- How does peer observation improve the teaching quality of pre-service teachers?
ACTION RESEARCH PROJECT. An action research cycle (Burns, 2009) Planning: The following diagram, adapted from Matt O’Leary (2014), depicts the peer observation model which was considered.
- The critical friend method was adopted (Baskerville & Goldblatt, 2009).
- Pedagogic intervention: instruction.
- Application of the peer observation cycle.Peer feedback protocol: T.A.G.
- Modality: asynchronous on line peer observation.
- Critical analysis of the understandings that have been gained and how they might enhance pedagogic practice.
- Future peer review of teaching activity.
Peer observation was implemented as a tool for:
- promoting reflective practice.
- enhancing mutual learning.
- fostering professional development.
- constructing a community of trust.
Bibliography Baskerville, D., & Goldblatt, H. (2009). Learning to be a critical friend: From professional indifference through challenge to unguarded conversations. Cambridge Journal of Education, 39(2), 205-222. doi: 10.1080/03057640902902260 Burns, A. (2009). Action research in second language teacher education. En A. Burns y J. C. Richards (Eds.), Second language teacher education (289-297). New York: Cambridge University Press. Nash, R and Barnard, A. (2013). Developing culture of peer review of teaching through a distributive leadership approach. Sydney. Office for learning and teaching. Smith, R. and Rebolledo, P. (2018). A Handbook for Exploratory Action Research. London: British Council.
- Training pre-service teachers (PTs) during the pandemic has disclosed various challenges in Argentina.
- Alternative flexible work plans have been implemented during schools lockdown.
- With the irregular reopening of educational institutions, trainees had to comply with certain protocols.
- The opportunity of class observation was limited to only one course per trainee.
PEER OBSERVATION FORM
Something I learned from watching my peers… Pt1 I learned different things. From (...), I learned to be more resourceful, especially in the last classes that she worked with the same topic I did but dealt with it in a different way, with more resources. From (...), I learned to use different objects such as 'maracas' to make sts participate. From (...), I learned to use different activities to involve sts like a sts having to solve exercises to open a box. Pt2 Ideas of activities. Pt3 Something I learned from watching my peers is that every teacher is unique. We can have many things in common, we can share ideas and thoughts, but there is something that makes each one of us special. Pt4 It helped me to reflect upon my classes. All my peers have different teaching styles and attitudes to tackle difficulties. Something I realized about my own practice after reflecting upon my peer’s feedback… Pt1 I realized that I should include activities that give sts more opportunities to participate so the class isn't so teacher centred. Pt2 Sometimes, I don't vary in the way sts work (pair work, group work,etc) Pt3 Something I realized about my own practice after reflecting upon my peer's feedback is that I should include more TPR activities and audios in my classes and I should also encourage more interaction between the sts themselves. Pt4 I realized that the mistakes I made during my lessons could have had different solutions.
Post-observation feedback focus-group PT1 & PT2: -Advantages and disadvantages of peer observation. “I found it difficult to sound nice when asking a question or giving a negative opinion" (PT1) -Strengths and weaknesses after reflecting upon peers’ feedback. ”My lessons were too teacher-centered (I realized about it from my peers’ comments)" (PT1) “I learnt that I didn’t apply much variation when working" (PT2) "I learnt new ideas for activities, managing interaction, attention gathering" (PT2) -Final reflection. "I had the chance to learn a lot from watching my peers and also from their comments" (PT1) Post-observation feedback focus-group PT3 & PT4: -Advantages and disadvantages of peer observation. "It´s difficult to write comments but also I think you have to be honest but also I trust on my peers´comments (PT4). Maybe it´s the other way round. Sometimes it happens that you feel you didn´t do so well in the class and then you see your peers´comments and they tell you, you are great and you know that in some points maybe you didn´t do so well. Maybe they were too nice (PT3)". -Strengths and weaknesses after reflecting upon peers’ feedback. "I had to include more TPR activities, auditory activities, also that I could include more games or competitions in my classes...I realized the influence of being a visual learner in my activites..." (PT3) -Final reflection. "I really like when you had the questions ...I was reading the questions and I was answering the questions to myself" (PT4)
JOURNAL PT2 I consider that the second class was a bit more disorganized than the first one in connection to the development of some activities. I think I should have planned more activities to recycle vocabulary, since students did not remember certain lexical items or confused them. Also, it would have been significant for those students who were absent. In addition, timing did not turn out as had been planned.
FINAL REFLECTIVE QUESTIONNAIRE Something I learned from watching my peers… Pt1 I learned different things. From (...), I learned to be more resourceful, especially in the last classes that she worked with the same topic I did but dealt with it in a different way, with more resources. From (...), I learned to use different objects such as 'maracas' to make sts participate. From (...), I learned to use different activities to involve sts like a sts having to solve exercises to open a box. Pt2 Ideas of activities. Pt3 Something I learned from watching my peers is that every teacher is unique. We can have many things in common, we can share ideas and thoughts, but there is something that makes each one of us special. Pt4 It helped me to reflect upon my classes. All my peers have different teaching styles and attitudes to tackle difficulties. Something I realized about my own practice after reflecting upon my peer’s feedback… Pt1 I realized that I should include activities that give sts more opportunities to participate so the class isn't so teacher centred. Pt2 Sometimes, I don't vary in the way sts work (pair work, group work,etc) Pt3 Something I realized about my own practice after reflecting upon my peer's feedback is that I should include more TPR activities and audios in my classes and I should also encourage more interaction between the sts themselves. Pt4 I realized that the mistakes I made during my lessons could have had different solutions.
WRITTEN REPORT Considering all the instruments, PTs write down the observations, reflections, and discussion that took place. PT1: "...you get the opportunity to be inspired by watching your peers...you get the feeling that you belong to a community of people who go through similar situations...and you find people to rely on." "...it is hard to be objective with friends". PT2: "...observing other people in action helps us realize that some things can be done better or even in a different way we may not think of as a possibility...one can learn a lot from others’ attitudes and reactions to certain situations". "...the most difficult part was providing feedback to a classmate without being rude nor criticizing each other’s choices". PT3: "Twenty-first-century teachers need to keep updated and they need to be continually learning to acquire new skills; having the chance to learn from others is something one never forgets." "Different group discussions have emerged considering that trainee teachers observed peers without having the lesson plans or pictures of the material beforehand". PT4: "We learnt from the others’ strategies, resources, and teaching methods, taking those aspects which can be useful for our teaching styles". "...sometimes the context of the lesson was not clear enough or it was difficult to be distinguished by just the video".
PT1's answers
Post-observation feedback focus-group TASK For this peers’ conversation, PTs were provided with key axes that had to be considered for the exchanges. -Advantages and disadvantages of peer observation. -Strengths and weaknesses after reflecting upon peers’ feedback. -Final reflection. Trainees were assigned peer friends for this post-observation exchange: PTs 1 and 2; PTs3 and 4. Each practitioner had to elaborate 5 questions considering the previous axes in order to foster the conversation. Questions created by pre-service teachers for the post observation exchange: PT1: PT2: PT3 PT4
WRITTEN REPORT TASK: Considering all the instruments, PTs write down the observations, reflections, and discussion that took place.
FINAL REFLECTIVE QUESTIONNAIRE
REFLECTIVE JOURNALS TASK: Reflective journals are tools that can assist you in structuring, gathering and examining your feelings about your teaching performance, as well as assessing your overall teaching efficiency through observation and reflection. After each class, we suggest you to write and entry to your reflective journal. Tips for writing your journal: -Do not limit an entry to description only: Be sure to reflect and explain what happened and the reasons for it. - Provide an honest analysis: for the reflective journal to be effective, you must be honest in your assessment. It is not something you write just for a grade. It is a learning tool to help you improve as a teacher. -Do not try to include everything: Not everything will be of value. Write about the key points and important ideas from the experience
Due to the qualitative nature of this study, the adopted data collection procedures were: