In this unit we have used the term 'peer review' to describe the process of colleagues (usually a pair) applying the process of critical review to their own and to each other's work for mutual learning. Two teachers collaborating to inquire into their teaching using reflection, observation and inquiry into aspects of teaching to use each other as a mirror to better reflect on the nature of their work in order to better understand.
An opportunity to work collaboratively to generate the scholarly substance of teaching through;
The unit is designed to provide opportunities for you to communicate with your colleague(s) at a very personal and practical level; communication as a component of collaborative learning.
Collaborating with another teacher, with each of you acting as a mirror for the others teaching practice and being a 'critical friend' to enhance the process of inquiry, reflection and change related to a scholarly approach to improving student learning.
We believe that learning is a necessary component of professional and responsible work and that this will occur when we collaborate with another who shares our situation. As teachers concerned with student learning we cannot afford to leave our own learning to chance we must develop processes to ensure that we continually learn how to better facilitate student learning.
What are the advantages of engaging in a process of peer review?
It is an opportunity to share the joys and the difficulties encountered as a teacher. The American Association of Higher Education reports of its national Peer Review project,
"the exercises (teachers talking together about teaching) prompted wonderful, thoughtful accounts of teaching, accounts in which teaching is treated not as disembodied, generic technique but as the representation and transformation of ideas. ... What is needed is discussion of teaching as the transformation of ideas for student understanding and that's where peer review can make its mark: an occasion for faculty to talk about the scholarly, intellectual work of teaching 'my subject to my students'."
What do you need to consider before undertaking this program of work?
The essential ingredient in this process is two (or more) teachers willing to open their teaching, and their thinking about teaching, to each other's scrutiny. Two teachers who trust each other's judgment and compassion, who value reciprocity and who are prepared to devote time and energy to the process of making new meaning out of how their students approach their learning and developing better ways to facilitate that process. The mentoring relationship is also appropriate as a vehicle for collaborative learning.
Make a positive start. The Shared Values Exercise is designed to develop a positive, informed and reciprocal climate for developing a learning partnership and giving and receiving feedback. This exercise is part of the framework for Working together to improve student learning.
Do it together as your first joint activity.
For more resources See AAHE Home Page Check out Teaching Initiatives Project, Peer Collaboration and Review of Teaching