Classroom Observation for Instructors

Why?

Peer observation is not simply about watching a colleague teach. When designed with a formative, reflective, and student-centered lens, it becomes a powerful tool for pedagogical transformation. It encourages instructors to clarify their learning goals, better assess student understanding, and design and implement more effective courses. For example, after observing a colleague, an instructor may be inspired to restructure their lecture slides or revisit their lesson plans to include a newly observed activity. By focusing on the logic of learning, that is, focusing on learning outcomes and designing learning activities and assessments aligned to those outcomes (Hailikari et al., 2021) rather than the performance of teaching, peer observation supports ongoing growth of instructors and helps create more student-centered, effective learning environments.

Peer Observation is a Tool for Pedagogical Development

Peer observation can catalyze the kind of critical reflection that underpins teaching improvement. Whether a classroom observation is conducted in-person or online, formative peer models help faculty engage with their teaching more meaningfully (Bell, 2001; Walker & Forbes, 2018). Moreover, formative, reciprocal observation — that is, where both partners observe and are observed — is particularly effective in helping faculty develop reflective practices and shift toward student-centered instruction (Engin & Priest, 2014; Hammersley-Fletcher & Orsmond, 2005). The two-way learning also normalizes teaching as a scholarly and improvable practice rather than a fixed performance. This builds a sense of community and a shared responsibility for student learning (Jones & Gallen, 2016). 

Studies suggest that simply observing another instructor and discussing what students are doing in a given learning situation can prompt a shift in how faculty view teaching and learning (Jones & Gallen, 2016; Hendry et al., 2020; Tobiason, 2021). Peer conversations can help identify gaps between intended and actual student learning and generate ideas for improvement (Hammersley-Fletcher & Orsmond, 2005). This is especially effective when instructors act as co-learners rather than evaluators. As faculty reflect together, they may notice opportunities to strengthen alignment, create space for student voice, or adjust pacing and structure (Engin & Priest, 2014).

By participating in a formative peer observation, instructors create a space to:

• Reflect on the relationship between learning outcomes, classroom activities, and student assessment.
• Gain insight into how students experience their teaching, including where learning may break down.
• Recognize gaps between intended outcomes and observed student behaviors.
• Expand empathy for students by seeing a lesson from their perspective.
  
  

Peer Observation Centers Student Learning

A major strength of peer observation is its potential to help faculty adopt or deepen their use of student-centered instructional logic (Hubball & Burt, 2004). This means planning instruction around what students are expected to learn and aligning every element of the lesson to that goal, otherwise known as constructive alignment (Biggs, 1996). This approach contrasts with the more traditional, content-centered logic where teaching is guided primarily by coverage of material or disciplinary expertise and often delivered through lectures (Light & Calkins, 2008; White et al., 2016). While lectures may efficiently communicate information, they do not always reveal whether students are learning or how they are engaging with the material. On the other hand, research shows that constructive alignment leads to deeper, lifelong learning, particularly for historically underrepresented students (Cohen, 1987; Leber et al., 2018; Smith & Baik, 2021; Wang et al., 2013). By practicing constructive alignment, instructors can thus build more equitable and inclusive teaching materials.

As instructors begin to think about a student-centered framework, they may ask:

• What do I want students to learn? (Learning Outcomes)
• What will students do to learn it? (Learning Activities)
• How will I know if they learned it? (Formative Assessment)

Peer observation can help instructors make this shift in mindset from content-centered logic to student-centered logic by:

• Providing a “mirror” to reflect on their assumptions and teaching habits (Hammersley-Fletcher & Orsmond, 2005).
• Structuring conversations that focus on student activity and learning, not just instructional delivery (Jones & Gallen, 2016).
• Encouraging the use of learning outcomes beyond “misappropriated managerial purposes” (e.g., a box-ticking exercise), and instead making them the foundation for classroom design (Hussey & Smith, 2008, p. 222).

The peer role offers a distinct relationship during classroom observation, positioning this type of formative exercise to support student learning. First, feedback from peers occurs in the context of collegial trust. Since observers are not gatekeepers of tenure or promotion, instructors are more willing to share uncertainties and experiment with new strategies (Bell & Cooper, 2011). This helps lower defensiveness and can encourage honest reflection on whether teaching truly supports learning outcomes. Second, peers often teach in similar courses, programs, or disciplines, which enables them to provide feedback that is grounded in shared context and relevant to the realities of the classroom (e.g., content-heavy lectures in STEM or class discussions in humanities). Third, while student experiences of teaching (SETs) provide information about the learning experience and supervisor evaluation provides information about accountability metrics, peer observation provides insight from a fellow practitioner who understands the craft of teaching but is not positioned as an evaluator. This balance makes peer feedback particularly effective in helping instructors notice the process of teaching and learning, rather than only the outcomes (Georgiou et al., 2018). 

Peer Observation Helps Enhance Alignment and Assessment

As previously discussed, constructive alignment (Biggs, 1996) is an evidence-based approach in which the three components of instruction (i) learning outcomes (LOs), (ii) learning activities, and (iii) assessment, are intentionally aligned. Despite its benefits, research shows that many instructors only use LOs superficially, such as placing them on syllabi without using them to shape lesson design (Hussey & Smith, 2008).

Peer observation grounded in student-centered logic provides a powerful structure for helping instructors identify if their teaching accurately reflects the intended learning for the course. At the end of a peer observation, instructors should have an idea of how well they:

• Clarify the specific skills or understandings they want students to develop (Learning Outcomes)
• Identify whether classroom activities truly support these outcomes (Learning Activities)
• Make student learning visible in class (e.g., polls, in-class writing, think-pair-share) (Formative Assessment)

How?

Planning for a successful classroom observation is an essential part of the process. Classroom visits should be done on a day that most resembles the typical course structure. That means instructors should avoid scheduling observations on days when students are presenting or when examinations are the primary focus of the class. Peer observation is also context-sensitive. It is important to consider differences in class size, course requisites (e.g., introductory first-year class vs. advanced graduate seminar), and course modality when conducting peer observations. Some practices may not be observable or appropriate depending on the context of the course. The following are some examples of what observers may want to take into consideration, or focus on, during a peer observation: