Fly on the Wall - Lecture Club - self-developmental peer observation model

Oct 15, 2026

Uploaded by awa

Implementation of a peer observation program at the University of Victoria, called the Lecture Club, is described as a self-developmental learning-to-teach approach. Observers remain non-interactive during class visits, later meeting to discuss methods they observed and to reflect on how teaching practices can be adapted. The paper positions peer observation as an alternative to expert-based training, emphasizing reflective, active engagement, elimination of judgment, collegial exposure to varied teaching styles, and continued program development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Introduction

What is the Lecture Club?

Procedure and observer roles

35 Fly on the Wall Dave Berry & Cynthia Korpan University of Victoria This paper describes the implementation of a peer observation program at the University of Victoria called the Lecture Club. The observers are not interactive during the class – they are the proverbial flies on the wall. The paper identifies the program as self-developmental, discussing the attributes of this learning-to-teach and peer-sharing methodology. The paper concludes with ideas for further development of this program. Introduction P eeinrhoebslprnvgatioonnehoave provenlearn newtto be a powechniquesearnfudlitdoeoals about teaching (McKeachie, 1999) . Its value stems from the fact that it is not expert-based, but relies on the engagement of the observer to translate and apply the demonstrated skills to the teaching environment of the observer. Peer observation, still considered a relatively new practice (Shortland, 2004), has taken many forms since its inception. It began as a management-driven, evaluation model, followed by a more developmental model, which then morphed into the reciprocal/reflective, peer-review model (Gosling, 2002). An example of a peer-review model 1 is Teaching Squares, a program that we have used in the past, where instructors agree to observe and be observed by members of a three or four person group (Berry, 2008) . This article describes the implementation of an alternative peer observation program called the Lecture Club (Sommer & Sommer, 2006), which is identified here as a self-developmental model. Cosh (1998) suggests a self-developmental approach, asking for a model that is active, reflective, benefits the observer, and eliminates all judgment. Lortie (as cited in Cosh, 1998) recognizes that the greatest influence of what constitutes good teaching primarily comes from one’s own experiences of being taught, as opposed to training and absorption of theories of education. The argument continues whereby the benefit of collegiality and exposure to different teaching styles in different disciplines 1 See Bell (2005) for a comprehensive guide to the Teaching Squares form of peer observation. promotes “an intra-personal process, which encourages awareness, experiment, and the sharing and dissemination of good practice” (p. 173) . Donnelly (2007) concurs by noting that those who participated in a peer observation exercise at the author’s institution were able to learn how to be more effective teachers by watching the teaching of others. Cosh (1999) states that teachers should initiate their own development of teaching methodologies, and explains two ways that a self-developmental model could be implemented, both of which are very similar to the Lecture Club. Through the Lecture Club, we have been able to engage in a self-developmental model that encourages features highlighted by Cosh (1998, 1999) . We will first describe what comprises the Lecture Club, followed by an elaboration of the selfdevelopmental model, concluding with outcomes, other forms of this model, and future development. What is the Lecture Club? The basis of the Lecture Club is to take a group of observers to a series of classes delivered by volunteer instructors, teaching in their regular classroom environment. As Cosh (1999) points out, “we have a highly valuable and free resource in our midst, which requires little administration: other teachers”(p. 25) . The observers do not interact within the class. Sometime after the class visit, the observers meet to discuss what they saw. Initially, we expected that this relatively passive method of developing one’s teaching would appeal specifically to new instructors, but in fact, we have found seasoned professors, experienced senior instructors, and new instructors indicating interest. The first Lecture Club in the summer of 2007 attracted six graduate students, while the spring 2008 Club had four graduate students and two faculty members. As opposed to a course in teaching, it is a relati

FAQs

What is the Lecture Club peer observation program?

It is a peer observation program at the University of Victoria where observers attend classes delivered by volunteer instructors and later discuss what they observed.

How do observers participate during class visits?

Observers do not interact during the class; they observe as non-interactive participants and then meet afterward to discuss methods.

Why is the program described as self-developmental?

It focuses on active reflection and personal development by encouraging observers to translate observed teaching skills into their own teaching environment, without judgment.

Oct 15, 2026

Uploaded by awa