Describe the clarity and organization of the lesson.Describe the method(s) of instruction/assessment.Describe the instructor’s content mastery, breadth and depth.Describe the key goals/outcomes for the lesson.Specific feedback on elements identified in the pre-observation discussion.Within several days after the visit, the observer(s) should meet with the instructor to discuss the observations and conclusions. Discuss specific aspects of the lesson the instructor would like feedback on. PROCEDURE: The observer(s) should connect with the instructor several days in advance of the visit to conduct a pre observation meeting in order to learn the instructor’s goals and outcomes for the lesson to be observed, as well as the teaching methods to be used. Several days prior to the classroom visit, the instructor should provide the observer(s) with a copy of the course syllabus containing course objectives/outcomes, content, organization and assessment. How did you feel regarding the amount of time spent setting up the class? Observations: Began lecture by sharing goals for this classĪction/Comment: Goals provided direction for the class. Observations: Surveyed students to see what they remembered from previous lectureĪction/Comment: Students remembered little - what do you attribute this to? Observations: Review of administrative detailsĪction/Comment: Details provided regarding an upcoming assignment and related tutorial. Observations: Opening/warm up - shared anecdoteĪction/Comment: A method for establishing rapport with the students. For example, you may choose to add scaled items to the Checklist Form, or department-specific questions to the Open-Ended Form.īelow we have included a sample narrative log that allows the observer to record the time a behaviour (both instructor and student), a technique or a reaction occurs, as well as the observer’s comments or questions related to what is happening in the classroom. Departments and divisions can and should adapt these forms to their particular needs. All forms should be accompanied by a narrative analysis and discussion with the instructor being observed. It is important to remember that these forms are simply tools. In the following pages we provide several forms and exemplars that offer different methods of recording an observation of teaching. In-class observation can be done using a wide variety of both directed and open-ended forms of evaluation aimed at assisting peer observers in critically evaluating the teaching they have observed and identifying how their observations relate to their own experience of and goals for teaching. Logistics: Confirm time and place, and where the observer should sit.Is there anything else I should be aware of prior to the observation?.What would you like me to specifically focus on during the observation? (Use this question for formative reviews, in particular).Will this class be a typical example of your teaching? If not, what will be different?.What has been taught in previous lessons in this course? How does this lesson fit into the course as a whole?.What teaching methods/teaching aids will be used?.What are your plans for achieving these goals?.What is your goal for the lesson? What do you hope students learn or be able to do as a result?.What have student been asked to do in preparation for this class?.Is there anything the observer should know about them? What is the content and structure of the class you will be teaching?.(PDF Available here: Pre-Observation Template)įormat of Course: (i.e. Toronto, ON: Centre for Teaching Support & Innovation, University of Toronto. Peer observation of teaching: Effective practices. Please cite this publication in the following format:Ĭentre for Teaching Support & Innovation. Part III: Tools & Instruments for Observation