Effective Peer Observation:
Following this session,
participants should be able to:
• identify characteristics of effective
teaching in various settings.
• apply the protocols for successful peer
observations and effective feedback.
How can we
recognize good
teaching?
Click on photo to launch video
The best college teachers…
are experts in their subject matter.
have strong trust in students’ desire
and ability to learn.
have high expectations of students.
treat teaching as a serious intellectual
pursuit.
assess learning based on clear objectives
engage students for deep, life-long learning.
but each demonstrates these characteristics differently!
Bain, Ken. What the Best College Teachers Do. Cambridge: Harvard University Press, 2004. Print.
What does it look like online?
Brinthaupt, T. M., et al. "What the Best Online Teachers Should Do." Journal of Online Teaching.
Merlot, Dec. 2011. Web. 5 Sept. 2014. <http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm>.
C-3PO: Professor, I must really insist that
you follow the Protocol for
Effective Observations
Pre-observation Visit
Observation Visit
Follow-up Visit
Protocol droids are vital in smoothing differences encountered by the many far-flung
cultures interacting on a regular basis throughout the galaxy and the college.
Pre-Observation Visit
• On what aspects of your teaching
would you like feedback?
• What are your concerns or questions?
• What is the class structure?
• How are you going to assess the
success of the learning?
• Where would you like me to sit while
observing?
• How would you like to handle my
presence in your classroom?
Donna Qualters, Director of CELT at Tufts University
Observing students, content, and
process* can be difficult.
*Methodology
*Environment
*Non-verbals
When taking notes during observations:
• Record what you see
• Record what you “don’t
see”
• Use non-judgmental
language
• Be aware of your biases
• Record specific language
where possible
• Don’t forget your
wonderments*
*Wonderment: anything about which you might wonder during observation
Donna Qualters, Director of CELT at Tufts University
Effective post-observation feedback
Should be
positive and
constructive
Ends with
an action
plan
Occurs in
appropriate
location
Refers to
specific,
observed
behaviors
Limited in
amount
Donna Qualters, Director of CELT at Tufts University
Giving effective feedback
Use “I” messages
Instead of “What’s
the point of that
activity?”
“I’m having trouble
understand how the
group activity met the
learning goals”
Donna Qualters, Director of CELT at Tufts University
Giving effective feedback
Use descriptive language
Instead of “You had
great rapport with
your class”
“I saw you call students
by name, and look
directly at them as you
spoke”
Donna Qualters, Director of CELT at Tufts University
Giving effective feedback
Avoid Interpretation
Instead of “Students
seemed bored in
“When you were lecturing, I
class”
noticed several students
packing up to leave”
Donna Qualters, Director of CELT at Tufts University
Giving effective feedback
Collaborate on an Action Plan
Why don’t you try a
one-minute paper
and let me know
how it goes”
“Let’s touch base via e-mail
in a week and see if the
new actions helped”
Donna Qualters, Director of CELT at Tufts University
Challenges in offering feedback to
colleagues?
• Be open-minded.
• Follow protocols.
• Encourage self-assessment
and problem solving.
• Finish with an action plan.