Peer Observation by https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9 Resources for peer observation en-us 2021-11-10 09:26:11 UTC 2026-01-07 06:11:04 UTC hello@padlet.com Optimum conditions for Peer Obs lindsay_knox1 https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045654401
  • -  friendly, supportive environment is needed;  
  • -  observer does not affect the class;   
  • -  objectives and procedures are agreed in advance;  
  • -  feedback is constructive and objective;   
  • -  observer is skilled in observation techniques, familiar with the subject;  
  • -  co-ordination between the observer and the observed is essential;  
  • -  process is systematic to avoid a distortion of class activity;  
  • -  benefits are tangible; 
  • -  participation is voluntary.

Lasagabaster D. & Sierra J. M. (2011). Classroom Observation: Desirable Conditions 
Established by Teachers. European Journal of Teacher Education, 34(4), pp. 449–463
]]> 2022-02-14 07:46:55 UTC https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045654401 Background: Peer Observation lindsay_knox1 https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045659759 Brief outline of peer observation]]> 2022-02-14 07:50:17 UTC https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045659759 Background: Getting started with peer observation lindsay_knox1 https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045662800 2022-02-14 07:52:16 UTC https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045662800 Practical: What can be observed? lindsay_knox1 https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045712053 Wajnryb (1992) classic book Classroom Observation Tasks suggests the following areas for classroom observation tasks:

  • the learner (attending to the learner)
  • language (e.g. teacher questions, how feedback is given, metalanguage)
  • learning (e.g. attending to the learner)
  • the lesson (e.g. planning, transitions, stages)
  • teaching skills (e.g. eliciting, giving instructions
  • classroom management (e.g. managing pair and group work)
  • materials and resources (e.g. task analysis, multi-media tools)

What to focus on should be agreed in advance. The focus can be very technical e.g. timing how much time is spent on particular activities, noting how much time is spent in plenary, how much time do students spend working in pairs, what is the balance between target language use and shared classroom language use? Or it can be more open-ended e.g. what do you think of my use of the breakout room function?

]]> 2022-02-14 08:23:18 UTC https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045712053 Tools for observing lindsay_knox1 https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045739013 There are multiple observation instruments that can be used to  record what is happening as you visit:

  • an open-ended document
  • the narrative log (recording time, actions, reactions)
  • checklist/tally (noting specific actions e.g. what kind of questions does the teacher ask, how many times does the teacher call on individual students?)


]]> 2022-02-14 08:38:51 UTC https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045739013 Reading lindsay_knox1 https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045751928 Jack C Richards and Thomas Farrell: Professional Development for Language Teachers. Cambridge University Press]]> 2022-02-14 08:47:14 UTC https://padlet.com/lindsay_knox1/we3wd93cha2zcfk9/wish/2045751928