Enhancing Learning and Teaching Quality through a Cycle of Collaborative Observation (CoCO) - Training Guide

Sep 11, 2026

A practical training guide supporting colleagues to facilitate the implementation of a Cycle of Collaborative Observation (CoCO). It explains the CoCO model and provides pedagogical guidance, practical information, and training activities and tools for both observers and observees. The guide frames CoCO as a collaborative approach linking improvements in the student learning experience to improvements in teacher learning experience, including ethical considerations and step-by-step training stages. It includes observation recording templates and a record of notes and reflections template.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages17

Reading Time6 min

AccessFree to download

Introduction to the project

Methodology – about CoCO

Training for Observers and Observees

Ethical considerations

Steps for training

Key considerations for implementing CoCO

Appendices

Appendix 1: Observation Training Resource for Trainers

Appendix 2: Observation Recording Templates

Appendix 3: Cycle of Collaborative Observation – Record of Notes and Reflections Template

| | | --- | | | | | | Enhancing Learning and Teaching Quality through a Cycle of Collaborative Observation (CoCO)
Training Guide
June 2024
Authors: Victoria Wright, Vanessa Cui, Julie Hughes, Jenni Jones and Matt O’Leary | | | Training guide About this guide This guide is to support colleagues who are interested in facilitating the implementation of a Cycle of Collaborative Observation (CoCO) . You might be: • Planning to use CoCO with staﬀ and students for the ﬁrst time; • An experienced academic/education developer who would like some useful ideas or reminders of key principles of the approach; • Interested to learn more about CoCO (perhaps with a view to using CoCO in the future); • Interested in adapting some of the transferable principles and practices for use in other types of staﬀ-student collaboration in quality enhancement; • Managing or supporting staﬀ and students who are using CoCO. This guide includes pedagogical guidance and practical information about the Cycle of Collaborative Observation (CoCO) model, training activities and tools. Authors: Victoria Wright, Vanessa Cui, Julie Hughes, Jenni Jones and Matt O’Leary We would like to thank staﬀ and students from Birmingham City University, University of Loughborough, University of Wolverhampton and the team at QAA who participated in and supported the ‘Enhancing Learning and Teaching Quality Through Collaborative Observation’ (ELTQCO) project. For further information about CoCO, please contact: [vanessa.cui@bcu.ac.uk](vanessa.cui@bcu.ac.uk); [matthew.oleary@bcu.ac. uk](matthew.oleary@bcu.ac. uk). This guide is an output from a Collaborative Enhancement Project supported and funded by QAA Membership. Find out more about Collaborative Enhancement Projects on the QAA website. To cite this document: Wright, V., Cui, V., Hughes, J., Jones, J., and O’Leary, M. (2024) Enhancing Learning and Teaching Quality through a Cycle of Collaborative Observation (CoCO)–A Training Guide. QAA. Contents Introduction to the project ...................................................................................................... 4 Methodology – about CoCO.................................................................................................... 5 Training for Observers and Observees ..................................................................................... 7 Ethical considerations: ....................................................................................................... 7 Steps for training: ............................................................................................................... 8 1. Introductions.......................................................................................................... 8 2. Contextualising and applying the model .................................................................. 8 3. Posing a question to generate reﬂections on learning and teaching i.e. What makes an effective (high quality) learning and teaching experience for you? (as student or as staff) ... 8 4. Initiating discussion of the stages............................................................................ 8 5. Introducing reﬂective tools for capturing notes and reﬂections .............................. 10 Key considerations for implementing CoCO ...................................................................... 11 Appendices ......................................................................................................................... 12 Appendix 1 ....................................................................................................................... 12 Observation Training Resource for Trainers ........................................................................... 12 Appendix 2 ....................................................................................................................... 13 Observation

FAQs

What is the purpose of the CoCO Cycle of Collaborative Observation guide?

The guide supports colleagues in facilitating the implementation of CoCO, offering pedagogical guidance, practical information, and training activities and tools.

Who can benefit from using CoCO for learning and teaching quality?

It is intended for first-time users with staff and students, experienced academic or education developers seeking key reminders, those learning CoCO for future use, and managers supporting staff and students using it.

How does CoCO relate improving teacher learning to improving student learning?

CoCO is underpinned by the premise that improving the student learning experience starts by improving the teacher learning experience, using collaborative observation with co-observing and coreflecting on learning and teaching quality.

Sep 11, 2026

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