Shaping the Way We Teach English: Module 13, Peer Observation in Teaching Practices





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Published on Jan 14, 2009

Classroom observation can take different forms. The two most common are: 1. Summative observation, in which another teacher or an administrator observes the class. The purpose for this is evaluative and may result a rating of some kind.
2. And, formative observation, in which two teachers, or "€œpeers,"€ do a "friendly"€ observation of each other'€™s classes. The purpose is to improve teaching practices and to engage in a systematic form of professional development.

The focus in this module is on formative or peer observation. Formative observation can benefit both the observed teacher and the teacher doing the observation. In order to do so, it must be carefully organized. We will follow a teachers through the three phases of a successful observation: * First, preparing for the observation. * Then, observing in the classroom. * And, finally, the post-observation debriefing.

An innovative offering from the Office of English Language Programs, Shaping the Way We Teach English, is a 14-module teacher training video series developed and produced in cooperation with the University of Oregon.

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