Good practice in observing teaching
It is common practice in many Higher Education institutions for there to be some kind of policy for
the observation of those who teach. There are a number of reasons why teaching may be observed:
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To evaluate the quality of teaching
To assure the quality of teaching
To support and develop those newer to teaching in higher education
To identify and disseminate best practice in teaching
It is possible that a single observation may do all or some of the things above, but most observations
of teaching at QMUL will be developmental, as well as assuring quality.
This good practice guide will look at:
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What might be observed
Who should observe and who should be observed
How a teaching observation should work in practice
How to give and receive feedback on an observation
What to do with the outcomes of observations
How you might organise an observation scheme for a team or department
If you want to read more about observation of teaching, including research on methods and efficacy,
David Gosling has a very useful (and extensive) bibliography at
http://www.davidgosling.net/userfiles/Peer%20Observation%20and%20Peer%20Review%20of%20T
eaching%20Bibliography%202011.doc
What might be observed?
Traditionally, it was thought that the main focus of observation was the traditional lecture but, given
that the range of teaching methods and occasions now used across QMUL, more or less anything
which involves student/teacher interaction is suitable for observation. There are a number of
benefits of widening the remit of an observation scheme. Firstly, more staff can be involved and it is
easier for newer and less experienced staff who may not be delivering formal lectures can be
observed. Secondly, observing a wider range of teaching methods can both assure the quality of
these and spread best practice from these. Thirdly, some subjects may not make much use of the
traditional lecture format, so a wider observation scheme can ensure that more student interactions
can be observed.
Examples of types of teaching which might be observed include:
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Formal lectures
Seminars
Tutorials
Problem-Based Learning (PBL) sessions
Supervision sessions (e.g. PhD supervision or project supervision meetings)
Lab sessions
Clinical teaching (including chairside and ward-based teaching)
E-learning and online teaching and facilitation
Roleplay sessions
A note on observing PBL. Some successful PBL sessions with engaged and high-performing students
may involve very little contribution from a member of staff. In these circumstances, an observation
of teaching may yield little of benefit to either observer or observed. It may well be, therefore, that
observing PBL sessions should be reserved for those staff who either only deliver this mode of
teaching or need support to develop skills in this mode of delivery.
Who should observe and who should be observed?
There are those who believe that more experienced of longer serving members of staff should either
not need to be observed, or should only be observed infrequently. Others may feel that senior staff
could primarily be used as observers of more junior staff.
Best practice would, however, suggest that all staff benefit both from regularly observing others and
being observed themselves. If observation is being used to identify and disseminate good practice, it
is all the more critical that all staff who teach both observe and are observed.
For the same reason, a ‘buddy’ scheme (where staff pair up and observe each other year on year)
can mean that observation becomes more of a hurdle to be overcome each year, rather than a
developmental opportunity for those involved.
Some schemes for observation use a hierarchical model for observation, with junior staff being
observed by more senior in all cases. Whilst this can be effective when using observation for quality
assurance purposes, but for developmental schemes it can be extremely beneficial for more junior
staff to see seniors ‘in action’. There are those who would argue that more junior staff might be
more innovative in their teaching, and so for senior staff to observe them can spread that innovation
more widely. Where observations does happen both up and down levels of experience, all staff need
to have careful support and development to ensure that all staff feel confident in giving and
receiving feedback.
How should a teaching observation work in practice?
A successful teaching observation has three components:
1. Pre-observation briefing
2. The observation itself
3. Post-observation feedback
Whilst it is possible to carry out observations without one or both of 1 and 3, these observations
tend not to be particularly successful, and have little developmental benefit.
So, how should you go about a teaching observation?
Pre-observation briefing
This is the part of an observation which is most often overlooked, but finding time for a discussion
between observer and observed can make the observation much more useful to both parties. At the
least, the member of staff being observed and the observer should discuss the objectives and/or
intended learning outcomes of the session and any specific issues on which the observed would like
feedback. It is also helpful for the observer to have an idea about where it would be best for them to
position themselves to carry out the observation and how the students will be made aware of the
observation, its role and purpose – students should always be made aware that it is the teaching and
not the students that will be the focus of the observation.
Other things that it can be helpful to discuss before an observation include:
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The level of the material, its place in the syllabus and how it links to other material the
students have been studying – knowing what is being taught and where it fits can help an
observer judge how well a class is coping with the session.
The composition of the class – understanding the range of abilities in the class, for instance
can help an observer understand how the observed is working.
Any other contextual information – the room, the timetable, any particular constraints or
opportunities that may present themselves.
The observation itself
It is crucially important for the observer to remember that they are just that – an observer, not a
participant. Despite the temptation to do so, do not join in conversations, correct student mistakes,
or try to stimulate discussions.
If being observed, try not to let that fact put you off your stroke. Equally, don’t try to put on a
‘special’ performance for your observer, you won’t get useful feedback on the session if it is not the
session that you would normally give.
As an observer, try to find somewhere inconspicuous and where you can see both the teacher and
the students – as teachers we can’t usually see what our students are really up to in a classroom, so
if an observer sits at the back of a class, they can often give useful feedback on how students are
learning and interacting with the class.
Usually an observation will last for the whole of a teaching session – many sessions are around an
hour long, and that is a reasonable time to observe. Sometimes, it might be useful for an observer to
see, for instance, both the lecture and a related seminar or workshop – this is something that should
be agreed between observer and observed. If a session is going to be longer than an hour
(performance sessions or clinics can often last significantly longer) the observer and observed should
agree what the best part of the session for the observation. If the observation is not going to start
and end at the same time as the session, then it is important that the observer doesn’t disrupt the
session by entering or leaving.
During the observation, it is useful to take notes not only of what the teacher does, but also the
students. Being able to feedback on student attention and engagement is a crucial part of the
observation process.
Post-observation feedback
This is probably the most crucial part of an observation – talking about the session, how it went,
what worked, what didn’t and any pointers for improvement or enhancement.
Make sure you give yourselves enough time to do it – you cannot feedback properly in 10 minutes!
Also, try to avoid doing it straight after the class if at all possible. It is beneficial to both observer and
observed if a few days can be left between observation and feedback so that both can reflect on the
session. Immediate feedback tends to be quite superficial and can often be more concerned with the
latter parts of a session, because they are uppermost in the mind.
Also, make sure that this is not a one-way conversation – feedback is probably the wrong word for it,
because it should be an opportunity for two colleagues to talk about teaching – something we don’t
get anything like enough of in HE.
As observer, it is good practice to start the feedback session by asking the observed how they
thought that the session went – what were their observations on it and what would they have liked
to gone differently. We often harder on ourselves than a someone else would be, so it is good to be
able, as an observer, to say that things were not as bad as the observed may have thought!
Some people like the feedback ‘sandwich’ approach – a positive point, a negative point, a positive
point. That can be useful to get a conversation started, but it can become very formulaic. Try not to
think about the feedback as a session in which the observer ‘teaches’ the observed, rather make it a
discussion by equals where you can.
Feedback which becomes a conversation about philosophy of teaching or how both would change
things can be equally valid (if not more) than a ‘straight’ feedback on how a session went.
As with all good feedback, concentrate on identifying things which worked well and discuss how to
continue them and, where things may need enhancement, try to make suggestions for how this
might be done, or discuss ways you have done things differently. As the observer, be open to
hearing why the observed used the methods or techniques that they did. Remember that
observation is not an opportunity for the either party to try to persuade the other that their
approach is the ‘right’ one to teaching. Rather it is an opportunity to see someone else teach, think
about how they do it and then discuss similarities and differences.
Conclusion
If done well, observation of teaching can be a rewarding experience for both observed and observer.
Both parties can learn more about how teaching happens – teaching is so often a solitary endeavour,
so seeing someone else do it differently, or being watched by someone from outside your
immediate field can be immensely beneficial. But it takes some time and some commitment. If you
can give both, you will likely find it one of the most useful things you do in your year.