Peer Observation

Rationale
Observations are a regular part of teacher evaluations and are meant to improve the quality
of instruction through high-quality feedback and support. Observations can be either
formative assessments (intended to improve teaching through peer feedback) or
summative assessments (intended to evaluate teaching and usually conducted by a school
principal, director, or coordinator). It is important to become comfortable being observed
and to practice giving and receiving observational feedback. Observations should result in
extensive, constructive feedback and incorporate an opportunity for discussion and
reflection.

This peer observation is a formative assessment. The intention is improvement of teaching,

not summative evaluation of teaching.

Assignment
You will conduct an observation on at least one of your co-teachers and you should be
observed by at least one of your co-teachers in return. Use this form to guide your
observations. This form has been adapted from the one used for faculty at UM-Flint,
developed by the Thompson Center for Learning and Teaching. Note that the following
steps are required as part of this observation.

1. Pre-observation: The teacher being observed should complete section 1 and

provide a lesson plan and information about what they would like feedback on.
2. Observation: The observer should prepare for the observation by reading the
pre-observation information and coming to the observation prepared to take
detailed notes. Practice good etiquette by observing quietly and participating only
if/when invited to.
3. Post-observation:
a. The observer should complete section 2 of the report based on their notes
before the debriefing meeting..
b. The teacher and observer should meet and fill out section 3 of the report.

Rubric
 Excellent Satisfactory Needs Improvement
Content: 70% Comprehensive, Comprehensive Information is
detailed information information from both missing or
from both partners are partners are included in incomplete. Context is
included in this this document. Sufficient not provided. Many
document. Sufficient background information is key terms are missing
background information included so that a reader or wrong, knowledge
is included so that a not associated with the and feedback are
reader not associated class can understand the missing. Information
with the class can context and events. Some is significantly too
understand the context key terms are missing or short and lacking in
and events. Knowledge misapplied, some detail.
of the key terms, course knowledge or feedback is
goals, and connection not incorporated
between theory and effectively, or small aspects
practice is of the report are minimally
demonstrated clearly answered.
and effectively through
reflection.
Organization: Directions have been Information, context, and Information, context,
20% followed perfectly and reflection are somewhat and/or reflection is
the feedback/reflection confusing or feedback is disorganized and
are well organized, clear, not in the expected confusing. The
and easily navigable. location. template has been
altered in such a way
as to make the
information very
confusing
Language: Language is accurate Some minor grammar or Many grammar or
10% and flawless punctuation errors punctuation errors,
no evidence of
proofreading.
Total 70 points
 Observation Report
Section 1: Pre-Observation
Instructor completes this section.

Course information
● Instructor name: Jenna Steele
● Observer name: Evan Noirot
● Course name: Take a Trip
● English level (CEFR): A1-A2
● Modality: Online
● Student population: 5-7

Observation information
● Day of instruction selected for feedback:
● Unit/Topic: Hollywood vs. Bollywood

Description of course session:

Overview: First, we will introduce the students to the daily objectives. Next, we will ask them what
their favorite movie is. Then we will introduce comparative adjectives. We will introduce the rules and
how they change with one, two, and three syllable words. During the introduction of examples, we will
have the students “try it out” and try to take a word and apply the given rule to it. We will repeat this for
superlative rules. Next, we will introduce “Hollywood” and some aspects of it. We will show a clip of
Friends for an example. Solangee will then introduce Bollywood and the aspects of it and show a clip
from a movie. We will introduce “scrambled sentences” and have the students volunteer to “unscramble”
them. As a formative assessment we will have the students write a sentence using what they have learned
through Padlet.

Instructor goals
What would you like the observer to focus on? What concerns do you have that you would
like feedback on? List them below.
1. Is there anything you would suggest we change about incorporating the theme of
Hollywood vs. Bollywood?
2. Were our assessments on their ability to use superlative adjectives effective?
3. How would you rate our classroom management?
Section 2: Observation
Observer completes this section

Narrative
This is the observer’s objective summary of the Instructor’s goals and a brief overview of
the class session.

Class begins with an introduction and icebreaker about what students’ favorite movies are. After a few
students have the opportunity to answer, the instructors then move on to the content of the day’s class. The
lesson begins with a description of comparative adjectives and how to form them based on the number of
syllables in the root adjective. The class then moves onto the topic of Hollywood, and the class watches a clip
from Friends to demonstrate a work developed in Hollywood that also ties into a skit about an ESL classroom.
The class then shifts focus to looking at Bollywood movies and other content produced in Bollywood. These
topics are then all combined together in an activity for students to engage in. The instructors provide
sentences about Hollywood/Bollywood that contain comparative adjectives, but the words are scrambled up.
Students are tasked with reordering the words into a grammatically correct sentence. Students are then
shown how to form comparative adjectives with roots three syllables or longer. Students are then shown how
to form superlative adjectives, what using the superlative means, and how to use the superlative. Exceptions
to the general rule of forming the superlative and comparative are then shown to students. The instructors
then introduce an activity on Padlet where students formulate their own sentences using the comparative and
superlative. After this, the class participates in a Wordwall activity where students are tasked with choosing
the correct form of an adjective within a given context. Class then wraps up with a quick review of everything
that was covered in class that day.

Observations
In this section, the observer shares his/her observations regarding the instructor’s goals as
well as impressions of other activities and interactions.

1. Engagement. How does the instructor engage students and facilitate active
learning?

The teacher incorporated elements of pop culture into the lesson, allowing students to use the English
language to describe their own interests and experiences. These topics included popular Hollywood movies,
but also the related but lesser-known Bollywood movies.

2. Knowledge. How does the instructor explain what students need to know in this
lesson?
The instructor demonstrates one method of counting syllables by having students clap along with the rhythm
of a word when speaking it.

3. Delivery. How does the teacher manage the learning environment?

The teacher speaks slowly and clearly when explaining the content. Her demeanor is light-hearted yet
professional.

4. Respect. How does the teacher build rapport and credibility with the students?

The teacher addresses students by their names, speaks kindly and respectfully, and makes little jokes to
lighten the mood.

5. Support. How does the teacher scaffold the learning and provide feedback to
students?

The teacher explains more complicated topics within the students’ L1 to allow them greater understanding.
She also gives immediate positive feedback when they answer a question correctly.

Analysis
In this section, the observer shares his/her analysis regarding the instructor’s goals as well
as the other classroom activities and interactions.

1. Strengths. In this section, the observer shares what they perceive to be the top
teaching strengths of the instructor.

The instructor does a great job of making students feel comfortable in the classroom. She
puts effort into encouraging their correct answers, providing support for their missed
answers, and always presenting a positive attitude towards the class.

2. Suggestions. In this section, the observer offers advice on improving or enhancing

teaching.

I don’t have the full context as to what topics have been covered previously with this class,
but even a basic refresher on word order in English may have helped the students better
unscramble the sentences.
Section 3: Post-Observation
Both the instructor and the observer complete this section together. The peer observer and
course instructor meet to debrief and the instructor develops an action plan for the
suggestions.

Debrief.

● Day and time of the debriefing meeting:

● Overview of the discussion:

Action Plan. What suggestions will the course instructor implement? Why or why not?