peer observation as a mechanism to identify and promote
TRANSCRIPT
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PEER OBSERVATION AS
A MECHANISM TO
IDENTIFY AND
PROMOTE QUALITY
TEACHING IN HIGHER
EDUCATION
R M FERNANDEZ-CHUNG
Malaysian Qualifications Agency
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Roz. MQF Credit System: Practice, Guidelines and Procedure 2Peer Observation.1 OECD. Istanbul. Dr. Roz.
Definition
Rationale
The Study
Findings
Learning Outcomes
Conclusion
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Definition
Peer observation of teaching is usually
defined as a process by which an
educator observes the teaching of
another educator (usually a colleague)
with the purpose of providing constructive
feedback on the teaching process
(Swinglehurst, 2006, p. 7)
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Why Peer Observation?
Quality matters–support Transnational education
and the Malaysian Qualifications Framework
Promoting peer learning/sharing
The need to develop common teaching and
learning language and terminologies
Competitive private higher education sector
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Overview
1st Peer
ObservationsForm Team
Discuss
2nd Peer
ObservationsReport Findings
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The Study
To study the effectiveness of peer
observation in the identification and
promotion of Quality Teaching in a Law
Faculty in an Private HEI
October 2006 – September 2007
An established Private University College in
the Klang Valley, Kuala Lumpur, Malaysia
Objective
Duration
Location
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The Study Flow
Design Observe Re-observe
• Map
• Plan
• Record
• Report
•Record
•Discuss
•Compare
•Report
•Team
•Objective
•Terms
•Instrument
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1. Design
• Adopted
existing
classroom
observation
instrument
• Information
confidential
• Participants
told of
development
• To share best
practices from
each other
• To motivate
and improve
teaching
quality
through
sharing and
discussion
• 2 senior and 1
junior staff
• 1 female and
2 male
• 5-13 years
experience
Team Objectives Terms Instrument
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2. Observe
• Conclusions
• Targets and
strategies
• Effectiveness of
instrument
• Peer
observation
and
classroom
evaluation
• Strengths and
weaknesses
• Instruments
• Strengths and
weaknesses
• Strategies
and targets
• How to
improve
teaching and
learning
• Observation
instrument
• Strengths and
weaknesses
• Pre and post
observation
discussions
Record Discuss Compare Report
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3. Re-observe
• Findings
• Recommendations
• Future plan
• Findings
• Recommendations
• Development
• To share findings
• To observe tutorials and legal
clinics
• Improvement
• Regression
Map Plan
Record Report
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The Findings
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Team Formation
3 out of 8 full time teaching staff agreed to participate in
the peer observation. Many turned down due to:
a) apprehensive,
b) could not see the benefit,
c) staff were self conscious,
d) wait and see approach.
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1. All had sufficient content knowledge
2. Showed great enthusiasm and systematic delivery
3. The students responded with interest
4. Commendable lecturer-students interaction
5. Respondents 2 & 3 had sufficient pedagogical
knowledge.
The Findings
1st Peer Observations
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The areas that can be improved were discussed post
observation:
1. Too teacher-centered-not learning outcomes
focused
2. The aims and learning outcomes be clearly
stated at the start of the class
3. Poor whiteboard management & slides reading
4. Repetitive use of certain words
Peer Observation.1 OECD. Istanbul. Dr. Roz.
The Findings
1st Peer Observations
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Post Peer Observation 1
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A second round of observations was agreed
upon, to see the implementation of the findings
from the 1st round of observations.
These were scheduled 6 months later to see if
there has been improvement.
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1. Marked improvements in the teaching approach -
more outcome based learning approach
2. Aims and learning outcomes given to students and
were often pointed out throughout the lesson
3. Better whiteboard management and less reading
from the power point slides
4. Less repetitive words
The Findings
2nd Peer Observations
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Recommendations16
The observations also raised the following:
1. more attention be given to the physical
educational resources to facilitated effective
teaching
2. Introduction of field trips to courts and the
organising of Legal Seminars will enhance
student-learning
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Beyond Peer Observation 2
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1. That all participants had benefited and
improved on their pedagogy–though some
more than others
2. To go beyond lecture – to observe tutorial and
presentations
3. That Peer Observation Clusters be formed in
Faculty to facilitate quality teaching
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Conclusion
1. Peer observation is an effective tool for the
identification, sharing and promotion of quality
teaching in higher education.
2. The exercise benefited all respondents – the
most and the least experienced.
3. Peer observation should be extended beyond
lectures to include tutorials and legal clinics.
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“Do not try to satisfy your vanity by teaching a
great many things. Awaken people’s curiosity.
It is enough to open minds; do not overload
them. Put there a spark. If there is some good
inflammable stuff, it will catch fire.”
Annatole France
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Peer Observation.1 OECD. Istanbul. Dr. Roz.