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http://ro.uow.edu.au/cgi/viewcontent.cgi?
article=1262&context=jutlp
BENEFITS of PEER OBSERVATIONS:
It provides an opportunity for novice teachers to see what more experienced
teachers do when they teach a lesson and how they do it.
It also provides an opportunity for the experienced teachers to see how someone
else deals with many of the same problems teachers face on a daily basis.
Observing another teacher may also trigger reflections about one's own teaching.
It brings teachers together who might not normally have a chance to interact and
provides an opportunity for the sharing of ideas and expertise, as well as a chance
to discuss problems and concerns.
It is a means of building collegiality in a school.
It can be a way of collecting information about teaching and classroom processes.
It provides an opportunity to get feedback on one's teaching.
It is a way of developing self-awareness of one's own teaching.
Reference:
Richards, J. 6 Peer Observation. Professional development for language teachers, 85-97.
Retrieved November
2, 2014, from http://www.professorjackrichards.com/wp-content/uploads/Professionaldevelopment-for-language-teachers-Chap-6-Peer-Observation.pdf
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Plan:
Decide who, what, and when you will observe.
Notify the other teacher 48-72 hours in advance that you would like to observe.
Observe them during one of your planning periods.
Observe for a minimum of 20 minutes.
Debrief with your grade level about what you observed, what you thought went
well, what and how you could incorporate something from the observation into
your teaching.
Give feedback to the teacher your observed-through meeting or memo.
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4. How are the students challenged to think and to communicate their thoughts
orally and in writing?