Engaging with peer observation

Glossary
Noticing
The skill of noticing is important in observation as it can help you to make the familiar and
routine ‘unfamiliar’.

By being aware of ‘noticing’, you can begin to notice classroom events in a more intentional way
and so learn from classroom experiences.
We tend to see what we expect to see rather than what is actually there.
It is natural to have expectations based on previous experience, but we need to be aware of the
power of expectations to blind you to what is there.
There can be a tendency to compare and measure the lesson you observe against your own
understanding of teaching and learning. This means that your viewpoint prevents you from
seeing the lesson ‘clearly’ for what it is.

Observation
Observation is a highly subjective process. What we perceive is shaped by our own experience,
our purpose, our personality, gender, age, our education, our training, culture, etc.
As observers we need to see clearly – not see what we want to happen or what we think should
happen.
It is useful to be aware of possible influences which may bias our observations.
The tendency to judge is a fact of human nature, but if peer observation is about development,
then we must avoid making prior judgements about our colleague’s teaching.
External influences are also important, such as where you decide to sit in the classroom.
Remember also that when you are making notes, you are not noticing. So notes need to be
selective.

Peer observation
Peer observation is an important tool in your professional development.
Observing lessons of others can help you to notice things you may not be aware of in your own
classrooms.

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If you are observed, it can provide a kind of mirroring to help you see your lesson more clearly,
to confront any hidden assumptions.
Peer observation is a voluntary activity – you can’t force someone to do it, just as you can’t
force someone to develop.
Peer observation can support development through providing a non-threatening environment in
which teachers are willing to look thoughtfully at their own classroom teaching.

Pop-in observation
This is short (10–20 minutes). It can focus on a particular aspect of teaching or a particular
focus of enquiry related to a particular group of learners. This type of observation is good for
looking at a particular stage or activity.

Recorded observation
The teacher films or records all or part of the lesson. Later the teacher watches and listens to
the recording either alone or with colleagues and reflects on the lesson.

Series of observations
These observations take place over a series of lessons. This allows the teacher to incorporate
approaches discussed in feedback into subsequent lessons.

Team teaching
The teacher/observer role alternates at different stages of the lesson. This involves joint
planning and collaborative post-lesson reflection. Team teaching can be useful when two
teachers have a similar area of interest and when teachers are interested in seeing how a
colleague deals with a certain lesson activity.

Unobserved observations
The teacher meets with the observer and talks through what they want to do in the lesson. Then
they teach the lesson without the observer being there. They meet up with the observer after
the lesson to discuss how it went.
This is useful if the teacher is trying out new methods or ideas.

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References and further reading
The following links and resources explore the areas discussed in this module in more detail:

Ellman, M. and Lucantoni, T., 2022. From teacher to trainer. Chapter 6, Observing teaching and
learning. Cambridge University Press.

Mason, J., 2002. Researching your own practice: The discipline of noticing. Routledge.

Wajnryb, R., 1992. Classroom observation tasks. Cambridge University Press.

Williams, M., 1989. A developmental view of classroom observations. ELT Journal, 43, pp. 85–
91.

An article exploring how to make post-observation feedback a positive and useful experience

An article exploring the benefits of, and principles underpinning, peer observation

A book chapter about peer observation

A guide looking at developing positive attitudes towards peer observation and a sense of
collaboration

A guide to getting started with peer observation

A panel discussion about peer observation

A talk about the process and benefits of a peer observation project

A video about observations and professional development

A webinar about the affordances of video in peer observation

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