The learning and teaching observation is designed to support a culture of continuous improvement providing lecturers with the opportunity to receive feedback on their teaching. The aim is to ensure our students have effective learning experiences at MIT and as a result improved outcome.
The Process
Observations are a formative process based on respect between the person being observed and the observer. A three-stage approach is used to enable the person being observed to have ownership of the process, identify key areas for feedback and engage in a professional dialogue about their teaching.
Stage 1: Pre-Observation
A ‘coffee culture’ discussion where the person being observed outlines the occurrence that will be observed and the areas that he/she would like the observer to focus on.
Stage 2: In class Observation
Open-ended narrative style observation that focuses on actions and behaviours and the areas of focus outlined in the pre-observation discussion. In other words, the lecturer is teaching a class while the observer observes. Observers use scaffolded qualitative tool to help focus data collection.
Stage 3: Post-Observation
A ‘coffee culture’ discussion where the observer provides targeted feedback that includes what is working well, areas for growth, next step and ongoing support and identified professional development that would be beneficial to the lecturer.
Next Steps
Contact the Academic Centre for information on Peer Observation
Hints and Tips
- Peer observation is not intended for staff appraisal but rather provides neutral opportunity for feedback from experienced learning and teaching advisor.
- Discuss the peer observation form during pre-observation and use it as a Q&A time for the lecturer being observed to understand the expectations of both parties.