Classroom Observations

Many faculty members have expressed a desire for more opportunities to connect, reflect, and learn from one another’s teaching. In response, the Center for Innovation in Teaching & Learning (CITL) offers a flexible structure for visiting colleagues’ classrooms, not to evaluate, but to encourage open exchange and shared growth around teaching.

You may choose to invite someone into your class to get feedback on your teaching or to explore a new strategy. You might also want to observe a colleague’s course to see how they structure lessons, engage students, or use instructional tools. These visits create opportunities to exchange ideas and learn from one another in a low-pressure setting.

We keep the process simple and adaptable, while offering a few optional tools and tips that can help you prepare and reflect. You can use as much or as little structure as you find useful.

If you’re interested in observing or hosting a classroom visit, just reach out—we’re happy to help you get connected.

Recommendations for a Meaningful Classroom Observation

To make classroom visits comfortable, useful, and enjoyable for both the instructor and the observer, we suggest the following simple steps.

Before the Classroom Observation

• Share the basic information on the format of classes with the observer. (e.g., online, in-person, course level, class size).
• Have a quick conversation or email exchange before the visit (e.g., teaching approaches, use of group work in class).
• Choose a class day that gives a good sense of your teaching without changing how the class usually runs.
• Share the course syllabus or Canvas site and other materials that help the classroom observation.
• Have a conservation about the observers’ role during the classroom observation (e.g., For in-person classroom observation, where they sit in the classroom. For online classroom observations, instructors may choose whether the observer is introduced to students or joins quietly without active participation).

The Classroom Observation

• Arrive 10 to 15 minutes early to before students arrive to observe the full class experience.
• The instructor may briefly Introduce the observers to students and explain their purpose.
• Take notes on teaching strategies, student engagement, and anything that stands out. Observe quietly and do not participate unless invited.

After the Classroom Observation

• Meet within a week to reflect on the visit from both perspectives. Focus on what stood out, what worked well, and any questions or ideas that emerged. Keep the conversation open, constructive, and focused on next steps.

Figure: Peer Observation Process

Videos: Hearing from Our Peers about Peer Observation

“Bering observed”

“Being an Observer”

Forms & Materials

We aim to keep the peer observation process supportive, flexible, and low-pressure. Below are sample tools that some instructors and observers may find useful during the process. These tools were adopted from external sources and are currently in use by the Academy for Excellence in Engineering Education (AE3) at the Grainger College of Engineering, University of Illinois.

These include:

• Pre-observation meeting form
• Instructor self-reflection
• Classroom observation Notes Template
• Reference list of key teaching behaviors