10.6 Classroom Observation

This is one of our favorite topics and methods for improving teaching and learning. We are HOOOOKED on it. Like all methods on this site, it is not as simple as it sounds and there are many mistakes we have learned the hard way. We have been observing and being observed for three decades. Some have gone well and some not so well.

There are different types of classroom observations, each dependent upon the agenda, why the observation is taking place.

There can be formal classroom observations associated with an official request or requirement and these can be single events, or a multi-visit model.

It is probably best to have your class observed before someone else decides that it should be observed (if it is not part of a normal performance review cycle).

There can be informal observations where 'friends' are invited to observe and provide feedback one or more times during the term.

There can be intense observations where one or more observers sit in for the whole term (yep the whole darn thing), providing feedback continuously through the term and at the end.

There are cases where informal and intense observations are repeated year after year, for each and every offering of the course by the same observers. This is perhaps the best, most awesome experiences you will ever have. It requires a great network, shared values, and passion. We have had multiple of these experiences over the years. We have had the same observers for multiple courses, multiple topics at both the informal and intense levels.

What one observes and what one expects as feedback will vary based on the type of observation, agenda, and background of observers. Sometimes, we have had 3 or more observers with a diverse background sit in on the first few lectures, providing a wide range of feedback about the class dynamics, delivery, and reception.

Some general thoughts...

• It helps if the learning outcomes are understood, course description known before observing.
• The basic delivery should be critiqued, noting the good, bad, and ugly. The usual suspects: clarity of verbal, written, pacing. Too fast, too cluttered, too messy, confusing?
• Basic interaction with the students on q&a. Repeating the question, determining if the question was worthy of class time or taken offline. Letting the student finish, respecting the effort of asking a question. Allowing sufficient time for questions, dialog?
• We suggest that the first lecture, something in the middle before/after a midterm, and the last lecture be observed by the same team/observers. This would be 'best' practice.
• Monitor and observe the students and how they react to different points, interactions.
• Monitor and think about the types of questions being asked. Why being asked? Could the instructor have done something to address the question before the question was asked? How was the answer?
• Is the instructor using flexible and universal concepts for explaining things; not just saying, doing the same thing multiple times, to multiple questions.
• Provide feedback on how the instructor is reading, playing the room. For example, if the instructor is facing the board the whole time writing, this is not good.
• We think it is a good idea to have a chat with the observers before the class (if it is an informal review) and one after. You need a group debrief and you should get each observer to send notes. Depending on the agenda and plan, it might be the case where each observer has a designated role, topic to focus upon. One or two can be looking at the classroom in general, others making detailed notes about some key themes. It is hard for a single observer to cover all topics equally all of the time.

• Do not hurt the messenger. Ask them to be blunt and honest. Let them know that opinions are ok, but that you prefer evidence based reasoning and ask for examples.
• For repeat observers, you can involve them in the course design, planning, and yearly continuous improvement exercises.
• The reviewers should be thinking about what is, what should not be done, what could be, what should be. What to do more of , what to do less of.
• If possible, have someone who is a curriculum expert so that you get feedback on learning outcomes, horizontal and vertical integration.
• If possible, have someone who is a content expert (may or may not be the curriculum expert) so that you can get feedback on core concepts, perhaps different methods for the material, possibly new developments, texts, etc.
• If possible, have someone who is an expert in pedagogy and methods, someone from the teaching resource pool.
• Do not be surprised by a range of quality feedback and observations. This is another one of those pesky cognitive skills and you will have the newbie, junior, intermediate, senior, expert, and grand master levels! It takes time to learn and develop these skills. If you are junior or learning, be aware of that and get advice from others for how to be a better observer. Do not assume that you are a quality observer coming out of the box.

It is unlikely that a single individual has all of the skill sets needed to address all of the observation requirements. Someone might, and if so, you are lucky. Someone might cover two of the requirements. Someone might only cover one. Usually, excellent classroom observation is a team sport. Even if you have one 'expert' who can cover it all, involve others; the more eyes the better, and others can learn from the 'expert' - how to see relationships, linkages between the facets.

Does all of this take time and committment? Yep. Is it worthwhile? Yep, but only if you have an open mind, are not defensive, and want to improve. It is not rocket science. And, make sure that you return the favor or make it win-win in some way. Pay forward when possible.

Further reading

• Walker, R., and C. Adelman (1975). A Guide To Classroom Observation. Routledge.
• Grimm, E.D., Kaufman, T., and D. Doty (2014). Rethinking Classroom Observation.Educational Leadership, 71, 8, pp. 24-29.
• Wragg, E.C. (2002). An introduction to classroom observation. Second Edition, Routledge.