PEER OBSERVATION OF TEACHING: SAMPLE PLAN

Teacher: ____________________________ Colleague: ________________________

Subject and Year: _____________________ Room: _________ Date: __________

Number of students: ___________________ Time: __________

Style of class (lecture, seminar, tutorial): __________________________________________

Description of students (prior experience/work skills/ language/other needs):

Teaching aim/s: (a broad statement about what you, the teacher, intend to achieve)

Learning outcomes for the class: (what you want students to learn)

Anticipated challenges (related to equipment, student prior knowledge, diversity, your skills
etc)

Adapted from Bell, M. (2005). Peer Observation Partnerships in Higher Education. HERDSA Guide. HERDSA, NSW:
Milperra
Teaching skills I would like to get feedback on:

Student learning activities I would like feedback on:

How the observation data will be recorded:

Where my Colleague will sit:

Other information as required:

Adapted from Bell, M. (2005). Peer Observation Partnerships in Higher Education. HERDSA Guide. HERDSA, NSW:
Milperra
TEACHING OBSERVATION CHECKLIST 1: GENERAL

Teacher: _____________________________ Observer: ________________________

Unit of study: _______________________________________________________________

Topic: _______________ Date/Time: ________________ Room: _______________

1. In what ways was the presentation clear and understandable?

2. What I observed that it made it appear to be an enjoyable and effective learning experience
for students?

3. How did the teacher engage students in learning/understanding the material?

4. Technical matters

5. Other comments:

Adapted from Bell, M. (2005). Peer Observation Partnerships in Higher Education. HERDSA Guide. HERDSA, NSW:
Milperra
TEACHING OBSERVATION CHECKLIST 2: PRESENTATION SKILLS

Teacher: _____________________________ Observer: _________________________

Component Yes/No Comment

Clarity

Enunciation: audible/clear

Word choice:
simple/precise/straightforward

Organisation

Sequence

Logical steps linked

Main points highlighted through

Examples sufficient to promote

understanding

Examples relevant for particular

context

Examples appropriate for audience

Voice: repetition/paraphrasing

Gestures: face/hands/body movement

Media: computer/OHP/whiteboard/
handouts/video/ objects

Feedback to and from students

Other:

Adapted from Bell, M. (2005). Peer Observation Partnerships in Higher Education. HERDSA Guide. HERDSA, NSW:
Milperra
TEACHING OBSERVATION CHECKLIST 2: LECTURING

Teacher: _____________________________ Observer: _________________________

Yes Partly No Comment

Link to other sessions

Introduce the session

Make the purpose clear

Move clearly through stages

Emphasise key points

Summarise the session

Maintain appropriate pace

Engage student interest

Ensure active learning

Handle problems of inattention

Ask students questions

Respond to student questions

Monitor student activity

Variety of visual aids for a purpose

Make the material relevant

Use appropriate voice and body

movements

Check on student learning

Convey enthusiasm

Provide opportunities for students to

take notes

Provide adequate handouts

Effective summary and close

Other

Adapted from Bell, M. (2005). Peer Observation Partnerships in Higher Education. HERDSA Guide. HERDSA, NSW:
Milperra
 Peer Observation: The Teacher’s Form - Form 1

The purpose of this form is primarily developmental. The form should be completed prior to
the session to be observed and a copy provided for your observer before the session
commences.

Teacher’s name:...................................................................... Date: …………………….

Focus of session .................................................................................…………...……………...

No of students:.............................. Observer...................................................……………

Nature of Session: Lecture/Seminar/Tutorial/Laboratory/Other (Please delete)

1. What are your objectives for the session (both for yourself and for the students)?

2. Areas on which you would welcome some feedback

3. Other comments or issues.

Adapted from Bell, M. (2005). Peer Observation Partnerships in Higher Education. HERDSA Guide. HERDSA, NSW:
Milperra
 Peer Observation: Observer's Feedback - Form 2

The purpose of this form is primarily developmental. Please read the teacher’s preparation
form (Form 1) before observing the session and completing this form.

This form itself should be completed immediately after the session to be observed. The
lecturer should be provided with a copy of the completed form, preferably within the week,
and the session discussed with the lecturer within a fortnight.

Observer’s name:........................................................................…… Date:...............…...

Name of Teacher.......................................... Focus of Session:.......................……………...

1. What in your opinion went well in the session? Why?

2. What in your opinion could be improved or developed? How might this be

achieved?

3. Please comment on areas in which the teacher invited feedback.

4. Any other comments or suggestions.

Adapted from Bell, M. (2005). Peer Observation Partnerships in Higher Education. HERDSA Guide. HERDSA, NSW:
Milperra
 Peer Observation: Reflection & Discussion - Form 3

This form should be completed by the teacher following discussion of the observer's feedback
form (Form 2) with the observer. A copy should be sent to the observer.

1. What did you feel were the most important points to emerge from your
discussion with the observer?

2. What changes, if any, will you make as a result of the discussion and reflection upon it?

a) to the particular session

b) to your teaching more generally.

3. How helpful were the observer's written and oral comments? How could they be more
helpful in the future?

4. Any other comments about the observation.

Adapted from Bell, M. (2005). Peer Observation Partnerships in Higher Education. HERDSA Guide. HERDSA, NSW:
Milperra