The Benefits of Peer Observation in Teaching: Learning from Each Other
Malcolm Gladwell first introduced the notion of the ‘10,000-hour rule’ to a mass audience in his book ‘Outliers’ in 2008. Here it is claimed that 10,000 hours of practice are key to achieving world-class expertise.
Although a contentious claim, there is little doubt that high quality practice leads to improved performance. The knowledge and practice that experts have make a qualitative, not just a quantitative, difference to the way they think. The way that experts approach and solve problems is fundamentally different from the way novices approach problems. In short ‘cognition early in training is fundamentally different from cognition late in training*.
Teaching is a complex, multifaceted profession that demands a continuous commitment to improvement. Teachers can sometimes feel buffeted by myriad school improvement priorities while maintaining the basic expectations associated to promoting high standards of behaviour for learning. Where colleagues find juggling multiple priorities a challenge it is often tempting to look to outstanding teachers as role models but is it more valuable to observe their peers in action than solely emulating exceptional educators.
*Seven Myths about Education; Daisy Christodoulou
The Cargo Cult Science Analogy:
Richard Feynman’s concept of “Cargo Cult Science.” In his 1974 commencement address at Caltech, Feynman shared a parable from World War II about indigenous people in the Pacific who observed American soldiers constructing makeshift landing strips and control towers. With limited understanding of the technology involved, islanders believed that mimicking these actions would bring them the same benefits – cargo planes filled with supplies.
‘In the South Seas, there is a cargo cult of people. During the second world war they saw airplanes with lots of good materials, and they wanted the same thing to happen now. So, they have arranged to make things like runways, to put fires along the sides of the runway, to make a wooden hut for a man to sit in, with two wooden pieces on his head for headphones… – he is the controller – and they wait for the airplanes to land. They are doing everything right. The form is perfect. It looks exactly the way it looked before (during the war when there was an actual airbase on the island). But it does not work. No airplanes land.’
At the root of this problem is a confusion of causation and correlation. The islanders realised that wearing coverings on your ears and gesturing towards the sky correlated with the delivery of cargo. They realised that there was some kind of link between the two events. But they leapt from this point to assume that the former was the sole cause of the latter. They did not see – because they could not – all the other factors and events that went into the delivery of cargo. The soldiers who wore earphones and gestured at the sky were just a small and visible part of a highly complex process that was mostly invisible to the islanders. The visible parts of the process were important, of course. But they were only a small part of the process. By mimicking the visible, the islanders hoped to replicate the whole.”
Feynman used this analogy to illustrate the idea that simply mimicking the outward behaviours of a process without understanding its underlying principles is akin to a “cargo cult.” This concept is highly applicable to teaching. If educators merely mimic the methods of outstanding teachers without comprehending the rationale behind those methods, they risk engaging in “Cargo Cult Teaching,” where they replicate surface-level practices without grasping the deep pedagogical principles.
Peer observation, when done effectively, provides a useful antidote to the pitfalls of “Cargo Cult Teaching.” Here are some key benefits that teachers can gain from watching their colleagues in the classroom:
Diverse Perspectives:
Every teacher brings a unique set of experiences, approaches, and teaching styles to the classroom. Observing peers exposes educators to a wide range of teaching techniques, fostering a diverse pool of strategies to draw from. This diversity is essential in accommodating the diverse learning needs of students.
Reflection and Self-Improvement:
Watching fellow teachers in action encourages self-reflection. Educators can assess their own teaching practices, identify areas for improvement, and adapt their methods based on what they have learned from others. This self-awareness is vital for professional growth.
Real-World Application:
Outstanding teachers may employ methods that work exceptionally well for them but might not be suitable in every context. Peer observation allows teachers to witness these methods in practice and evaluate their effectiveness within their own classroom environments.
Building a Supportive Community:
Peer observation promotes a culture of collaboration and support within educational institutions. Teachers become more open to sharing their challenges and successes, creating an environment where everyone benefits from collective wisdom.
Feedback and Constructive Criticism:
When done constructively, peer observation can provide invaluable feedback. Teachers can offer each other feedback on classroom management, lesson planning, and student engagement, leading to continuous improvement.
Tailoring Strategies to Individual Needs:
Outstanding teachers often have highly developed teaching skills, but they may not always be suitable for every pupil. Peer observation enables teachers to adapt and customise their teaching strategies to cater to the unique needs of their pupils.
Richard Feynman’s insights into the pitfalls of superficial imitation are directly applicable to the field of teaching. Outstanding teachers can serve as coaches and mentors, but their methods may not always translate seamlessly into other classrooms, other subjects or different pupils. Just as the cargo cult followers failed to understand the intricacies of aviation and technology, teachers who simply mimic exceptional educators may miss the underlying principles that make these practices effective.
Feynman emphasised the importance of understanding the “why” behind actions and practices. In teaching, this means comprehending the pedagogical principles that underpin effective teaching methods. Peer observation helps teachers gain this understanding by providing a real-world context for the application of various teaching strategies.
Let us consider a teacher who observes a colleague successfully using a particular teaching technique to explain complex mathematical concepts. Rather than blindly adopting the same method, the observing teacher can take the time to understand why the observed approach works. Is it because it aligns with constructivist learning theory or because it leverages visual aids effectively? By understanding the underlying principles, the teacher can adapt the strategy to suit their own teaching style and the needs of their pupils.
In the pursuit of becoming effective educators, it is essential for us to move beyond the allure of simply emulating outstanding teachers and engage in the practice of watching one another teach. Peer observation provides a rich learning experience that goes beyond surface-level imitation and embraces the principles that make teaching effective. Richard Feynman’s concept of ‘Cargo Cult Science’ serves as a poignant reminder that mimicking the outward behaviours of successful teachers can lead to a superficial understanding. Instead, educators should strive to understand the underlying pedagogical principles and rationale behind effective teaching methods.
In the journey of teaching, it is not about blindly following the footsteps of the masters but about learning from one another to become true masters of the craft.