TEACHER DEVELOPMENT

Cooperative/Collaborative development Peer teaching / Peer observation Mirian C. Freitas CeRP del Norte 2012

TEACHER DEVELOPMENT
Doing the same thing again and again If Im safe, why take risks?

Pressures

Stress

Getting tired

LEARNING ABOUT TEACHING DOESNT STOP WHENEVER YOUR TRAINING COURSES FINISH. IN FACT, THIS IS WHERE YOUR DEVELOPMENT AS A TEACHER REALLY BEGINS. YOU COULD: Read new ideas in magazines and try them out. Write an article for a magazine. Go to a conference or a seminar Go to a conference and give a talk Learn about a completely different approach Discuss what you are doing with other teachers Specialise Make an agreement with a collegue to observe each others lessons Find a way to get involved in smoe in-service teacher training

DEVELOPING WITH OTHERS

Cooperative/collaborative development
Many ways to develop with others.

We need to discuss what to do

We have to decide what we want.

COOPERATIVE DEVELOPMENT
According to Julian Edge: A relationship of trust is necessary: empathetic colleague

speaker

understanders

The empathetic colleague makes the effort to understand the speaker, but does not interpret, explain or judge what he/she is hearing. Its necessary to put aside own thoughts, ideas and evaluations in order to concentrate on understanding what the speaker has to say.

 Talking

with colleagues is one of the best ways of resolving our doubts and uncertainties and it can help us understand what it is we think. As listeners (understanders), too, we can have a powerful effect on our colleagues development.

PEER TEACHING- PEER OBSERVATION

Im going to observe you

Young woman or old lady?

Rabbit or duck?

Indian or eskimo?

The Moebius strip

What would happen if an ant tries to walk around it?

What is observation? Although the term 'observation' suggests watching what happens, it also includes listening; observation data are often in the form of examples of what people have said. Why use observation? Observation is probably the most effective way to see what people do and to hear what they say. Teachers may gain more accurate information by watching students than by asking them.

Taken from: Robson, C. (2002) Real World Research.

How is it done? Robson (2002) identifies possibly the two main types of observation but there are many examples in-between.
In participant observation, the observer has a role in the observed group a tutor, for example, may observe a group of students. Participation can be at different levels and, while this may not seem to be an objective approach, it is a good case for observation with a scientific attitude, that is, it will be carried out systematically, skeptically and ethically. Structured observation will be carried out by a detached observer. It is difficult to think how this might be possible without perhaps two-way mirrors or secret recording systems.

FIVE TYPES OF OBSERVATION

Training: as a part of a training programme to help trainers identify your current level of skills and your needs. Developmental: you would typically specify yourself what would be most useful to have feedback on. Assessment: to assess you and your teaching against criteria of quality, acceptability, appropriacy, etc. An assessment can be part of a course or it may be an internal or external inspection. Data collection: to investigate some aspects of classromm life, will be based on quantitative studies. Peer observation: It is when a clooeague comes in to watch your lesson. The aim is for both participants to learn something (Exchange of ideas, discussion about different ways of working, comparison of views, eyc)

Validity and reliability in observation It is important that observation is as objective as possible and observers need to be aware of their own interests and biases so that the information gained is as valid and reliable as possible and not selected to prove a point. Observers usually keep on-the-spot notes to complement an observation schedule so that any additional or unusual events can be noted. For example X entered the room and spoke to tutor, this interrupted class for 4 minutes; Firebell rang at 3.34pm so the class was shorter today than usual. Field notes are usually written after an observation and the advice is to do this at the earliest possible moment so that memories of what happened are as fresh as possible. Robson suggests that you should never embark on a second observation session until you are sure you have sorted out your notes for the first one.

Reliability of observation will come from observer consistency. Observers must ensure that they make similar decisions about similar events on different occasions. They must also make the same decisions about the same events if they see or hear them again, say on video or audio tape.
Ideally, more than one observer should be involved in looking at the same events, at least in initial practice sessions, so that there can be agreement on what is going on and how it is to be coded.

WHAT DO TEACHER-RESEARCHERS USUALLY FOCUS ON? STUDENT ATTITUDES TTT VS STT

TEACHER-STUDENT INTERACTION / RAPPORT ERROR CORRECTION USAGE OF TEACHING AIDS SEATING ARRANGEMENT AND GROUPING TECHNIQES DEALING WITH DISRUPTIVE SITUATIONS And many other topics you name it! TEACHERS POSITION

LETS WORK CAN YOU ANSWER?

For what purpose are/were you being observed/observing? Whats your relationship with the observer/observed? What observation precedures were used? What was done with the information from the observation? In what ways was it a positive or negative experience? What did you learn from the experience?

MODULE 13- PEER OBSERVATION

It can be an effective kind of formative observation because it provides the opportunity for faculty selfassessment and improvement, while at the same time allowing for the monitoring of teacher performance in a non-threatening way. It can benefit both the person being observed and the observer. Both can learn

AS YOU WATCH ACTIVITY 1 CAN YOU ANSWER?

What is summative observation? What is formative observation? Write down the elements of a successful observation. Write down the results of a successful observation Can you list the three steps for an observation?

ANSWERS Summative observation: it is an evaluation, which rates the teacher who is being observed. It can be done for administrative or supervisory reports for the purpose of job retention, promotion, salary incease. Formative observation: Its purpose is to help teachers become better teachers and more knowledgable prefessionals. With peer observation, teachers observe each others classes, give each other feedback, and share ideas.

The most successful peer observation contains the following elements: Training to learn how to do peer observation A set of agreed-upon instruments to allow for a systematic process of observation An administrative system that allows teachers time to observe each other A set of procedures that includes preparing for the observation, doing the observation, and a postobservation debriefing of the observation Mutual respect and trust that the results of the observations will be confidential, shared only by the observer and the observed.

SUCCESSFUL PEER OBSERVATION BRINGS THESE RESULTS:

Teachers have the oppportunity to see each others teaching styles and techniques and reflect on their own teaching Positive changes occur in classroom learning, which benefits the students Teachers in the school develop stronger, more collegial relationship

STEPS FOR PEER OBSERVATION

Preparing for the observation Observing in the classroom The post-observing debriefing

SEGMENT 1
1. The observer (T1) in this segment is asking for information about the class she will be observing. List the points of information she asks for and receives from the teacher she is going to observe (T2). 2. Write down the two aspects of her class about which T2 wants information. 3. Notice the way the two teachers interact with each other: verbal behavior, non-verbal behavior, and affect (emotion).

AFTER VIEWING

1. Compare your answers with a partner or your group. Do you agree? What information about the class did the observer (T1) ask for? What else might you ask if you were the observer? If you were do-ing this in your situation, what information might you need before you begin an observation? 2. What are the advantages or disadvantages of observing a particular point in a teachers class? Explain. In your group, discuss aspects of your own classes about which you might want a peer to give you constructive feedback. 3. What did you notice about the way the two teachers interacted? Do you feel they were mutually supportive? Do you think they trusted each other? Give examples of verbal, non-verbal, or affective behavior that support your opinion. Would these behaviors fit your situation? If so, explain how. If not, what behaviors would be more effective in your situation?

SEGMENT 2
1. As you watch this video segment, list the behaviors of the observer. Notice where she is sitting, how she acts, what she is doing, classroom atmosphere, etc. 2. Watch a second time and focus on the behavior of the teacher. Notice how she reacts to being observed and her behavior with her students.

AFTER VIEWING

1. Compare your list of observer behaviors with a partner or others in your group. Where did the observer sit? What did she express with her non-verbal behavior? Did she interact with the teacher or the students? How did she record her notes on the observation? Compare this observers behavior with the behavior of an observer in your class. Was it the same? If so, describe your visitors behavior. If not, explain how they were different and whether the difference was better for your situation. 2. Does the teachers behavior appear to be what you might expect in a formal observation? Explain your answer with examples. Does she interact with the observer in any way? If so, how? What do you notice about her behavior with her students? How does her interaction with the observer compare with a normal observation in your situation? Discuss anything you might do differently if a peer observer came to your class.

SEGMENT 3

Before this debriefing session, the teachers observed each others classes, so during the session they take turns giving feedback. Before you watch the next video segment, divide a piece of paper in half. On one half, write Positive Feedback and on the other write Suggestions for Improvement. Use it to take notes for #2 and #3 below as you watch the video. 1. The first time you watch the video segment, list the types of information the teachers exchange in this debriefing. 2. Watch the video segment again. On your paper, note the things each teacher liked about the others class. Pay attention also to the observed teachers reactions to the positive feedback. 3. At the same time, note any suggestions for improvement they make. Pay special attention to the language and manner that is used to make suggestions. 4. Listen for language that the teachers use at the end of the session.

In your opinion, was this a helpful session for the two teachers? Did it give them some useful feedback for improving their teaching? If yes, in what way? If no, what suggestions would you give them to improve the process?

1. Do you think peer observation could be effective in your own teaching situation? Explain. 2. Think about the advantages and disadvantages of trying to initiate a peer observation process in your unit or school. Consider these aspects: Areas that could benefit from such a process Reaction and possible support from your administration Teacher reaction, both positive and negative Available resources Ways to overcome limitations or areas of difficulty

RESOURSES
www.youtube.com Reflective Teacher Observation Model for Inservice Teacher Trainees- English Teaching Forum, Number 1, 2007 Learning Teaching- The essential guide to English language teaching- Jim Scrivener The practice of English language Teaching- Jeremy Harmer Teaching by Principles- 1994, Douglas Brown