Peer Coaching Handouts - Ethelynda Harding 2/2/2006

Peer coaching works best when the observer functions as a selective, smart, data recorder. Teaching is a complex process, with many instructor and student behaviors occurring simultaneously. In our peer coaching model, the observer and instructor agree prior to the observation on the instructional behaviors that the observer is to record. This allows the observer to focus attention on those behaviors and to select appropriate observation methods

Simple tally.

List possible categories for a behavior, for example, the cognitive levels of instructor's questions, and tally the number of times each category occurs. 

Example 1. Bloom's Level of Instructor Questions

 

Scan sampling.

This method, borrowed from the animal behaviorists, can be used to record either student or instructor behavior. It provides a measure of the percentage of time devoted to particular activities or behaviors. Scan sampling is similar to a simple tally in that behaviors are recorded in categories, but differs in that it is a sample of behaviors at specified time intervals. For example, every five minutes you might sweep your attention around the room, recording whether each student is on or off task.

 

Key:

A = Reading; B = Talking; C = Listening; E = Gathering materials; F = Working with samples

G = Looking through microscope; H = Goofing off

 

Interaction map.

 

Diagram the classroom, indicating the position of each student. Each time one individual talks to another, draw an arrow from the speaker to the listener.

 

Checklist.

 

Consult with the instructor to obtain a list of desirable actions or behaviors for a given instructional activity. Indicate if and how these actions took place.

 

Checklist for Cooperative Learning (reference?)

 

Space utilization map.

 

Diagram the classroom. Use arrows to indicate movement of the instructor from one location to the next. Indicate the times of leaving and arrival next to the arrows.

Global recording.

 

Divide your note page vertically into two sections. Use the right side to take notes of the presentation content and the left to record your observations of the instructional process. The content notes will provide context when you report your observations to the instructor. Remember to focus upon a few specific behaviors. This approach could be combined with a modified form of tallying or scan sampling by recording pre-determined behavioral categories on the left side of the page. It could also be combined with a checklist, indicating when and how each item in the list was addressed.

SOME POSSIBILITIES FOR PEER COACHING REQUESTS

 

1)      Instructor questions, student responses, instructor follow‑up

2)      Teacher focus on particular students or sections of room

3)      Proximity ‑ instructor movement by arrow on seating chart

4)      Wait‑time

5)      Male‑female responses

6)      Responses by various ethnicities

7)      Positive/negative statements by recording all statements

8)      Praise/praise of learning

9)      Kinds of reinforcement of correct or incorrect responses

10)    Questions on upper levels of Bloom's Taxonomy

11)    Instructor interaction with students

12)    Time spent on materials or directions

13)    Material or equipment management

14)    Students' involvement in class activities

15)    List of instructor's noncontent statements

16)    Opening set or focus

17)    Closure or closing statement

18)    Statement, clarity of objectives

19)    Were objectives met?

20)    Question first or name first

21 )   Explanation‑list all the steps or points

22)    Student‑to‑student responses

23)    Opportunity for reflection

24)    Ending ten minutes: instructor summary, student summary

25)    Homework directions

 

Adapted from Bottesman, B.L. and Jennings, J O. (1994).

Peer coaching for educators. Lancaster, PA: Technomic

D. M . Yerkes

dsd/10‑15‑97

yerkes.poss.peer.coach

 

Sample Effective Teaching Behaviors

 

Content and organization of the instructional unit.

 

Introduction grabs attention.

Lecture or instructional unit begins with a summary or organizational preview.

Structure is logical and apparent.

Important concepts are stressed.

Transitions are clear.

Time is well budgeted.

Examples and analogies are used effectively.

Terms are defined.

Lecture or instructional unit has closure.

 

 

Maybe something on selecting appropriate instructional strategies.

 

Lecture delivery -- The instructor

 

Observes the students to obtain feedback.

Varies voice and volume.

Maintains eye contact.

Uses movement.

Uses planned pauses for emphasis.

 

 

Audiovisual aids are

 

Legible.

Used effectively.

 

 

Questioning strategies

 

Questions are focused and clearly worded.

Students are called upon in an unpredictable sequence.

Five to eight seconds are allowed for student responses.

Questions are at an appropriate cognitive level.

 

 

Groupwork strategies

 

Activity lends itself to group process.

Purpose of task is communicated to students.

Task is well-defined.

Instructions are clear.

Appropriate time is allotted

Time communicated to students.

Opportunity is provided for processing or closure.