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Peer Observation Form

Please ensure that the observer /critical friend has a copy of the lesson plan.
Peer Observation Number:
Date/Time:
Name of Student Teacher to be observed:
7/11/2016
Setting:
Classroom
Area of Focus:

Laila
Grade:
12
Name of Observer/Critical Friend:

Grammar and writing

Roqayyah

Pre-meeting date and time:

Initials of both teachers:

PEER OBSERVATION: AREA OF FOCUS

Observed Strengths:
Excellent acting at the beginning of the class
She explained the grammar rule very well
Her questions were clear

Suggestions for further development:


She need to improve more her language
She needs self confidence
She must cover all the stages

Reflection (to be completed after discussion of Peer Review with colleague): e.g. how did you
feel about conducting a formal observation? How did your colleague feel about being observed? How
did you feel about discussing your observations with your colleague after the lesson? How did your
colleague react to your assessment? Did she agree with your evaluation? Which of the suggestions you
made will your colleague apply in her next lesson? Do you and your colleague feel that this was a
valuable experience? Why/Why not?
It was good and clear to the students, she felt a little bit nervous but then she controlled herself. After
that, we discussed with each other the feedback was excellent. Also, she was agreed with my
evaluation.

Please tick the boxes using the scale with 5 indicating the best possible performance
Professionalism
1
2
3

Displays a high standard of professional behaviour, which


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includes punctuality and readiness for the session.
Shows initiative and enthusiasm during the session.
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Promotes a positive learning environment & builds good rapport
with the learners.
Attends, is prepared, and contributes significantly to the premeeting, and feedback sessions.
Creates a safe environment for learning.

AL/DWC/Peer Observation Form 2016

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Peer Observation Form


Comments or reasons for scoring above:

Planning for Learning

Provides a lesson plan, which includes all the required information


and has clear and explicit learning outcomes.
Learning Objectives(LOs) and Skill Objectives (SOs) are clear and
appropriate for the content, grade-level and readiness of the
students.
Shows a student-centered focus in the lesson plan.
Incorporates differentiation through activities, questioning and/or
learning styles.
Materials and resources for teaching are of high quality and
appropriate to the level of the learner.
Questioning and tasks reflect appropriate progression which
encourages explanation and other higher level thinking skills
Formative and/or summative assessment are included in the plan.
Comments or reasons for scoring above:

Implementing and Managing Learning

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Provides ongoing feedback to students to enhance learning


during the session.

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Uses a variety of types of feedback (written, verbal, nonverbal)


effectively to support learning and a learning environment.

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AL/DWC/Peer Observation Form 2016

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Manages lesson time effectively.


Comments or reasons for scoring above:

Monitors student progress effectively during the session and


tracks/records data.

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Uses accurate and appropriate key language.


Maintaining engagement independence
Ensures instructions, questions & explanations are clear, accurate
& constructive.
Uses effective questioning & elicitation techniques.
Establishes and maintains clear and consistent rules & routines.
Maintains an appropriate pace to challenge and motivate the
students.
Uses a range of teaching strategies that promote the exploration
of concepts and practice of skills.

Monitoring and Assessment

Peer Observation Form


Uses formative and summative assessment instruments such as
checklists, grading scales, rubrics, tests and projects etc. to
evaluate students performance.
Comments or reasons for scoring above:

Reflection on practice

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Uses student work to reflect on the efficacy of the lesson and to


inform future planning.
Participates actively in the feedback session, using students work
and specific examples to support points.
Makes reflections directly after the lesson while ideas are fresh.
Uses formative and summative assessment instruments such as
checklists, grading scales, rubrics, tests and projects etc. to
evaluate students performance.
Comments or reasons for scoring above:

AL/DWC/Peer Observation Form 2016

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