Appendix 1 Sample Observation Sheets - DOC by HD623H

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									  University of Southern
       Queensland
   Faculty of Education
        Bachelor of Education


           PRT2201
      Professional Experience
Kid Watching and Observation Booklet
                                          Table of Contents:


Part A: Sample Observation Sheets ______________________________________________________ 4
  1a Observation Sheet ____________________________________________________________________ 4
  1b: Learning Behaviour Observation Checklist _______________________________________________ 5
  1c: Observation of Productive Pedagogies ___________________________________________________ 6
  1d: Role of Teacher During Group Work ____________________________________________________ 7
  1e: ICT Observation Log _________________________________________________________________ 8
  1f: ICT Observation Log _________________________________________________________________ 9
  1g Observation: Distribution of Class time __________________________________________________ 10
  1h Observation: On-task tracking ________________________________________________________ 11
  1i Observation: Look who’s talking _______________________________________________________ 12
  1j Observation: Teacher travel or attention _________________________________________________ 13
  1k Observation: Questioning_____________________________________________________________ 14
  1l Observation: Question Type ___________________________________________________________ 15
  1m Observation: Positive and Negative statements ___________________________________________ 16
  1n Observation: Talking out of Turn ______________________________________________________ 17
  1o Observation: Questioning – Blooms Taxonomy____________________________________________ 18
  1p Observation: Questioning – Student Response Success______________________________________ 19
  1q Observation: Questioning – Who is doing what? __________________________________________ 20
  1r Observation: Poor learning tendencies __________________________________________________ 22
  1s Observation: Good learning behaviours: _________________________________________________ 23
  1t Observation: considerations and questions for planning _____________________________________ 25
About Objects and Events: ____________________________________________________________ 25
What do you see/hear? ________________________________________________________________ 25
How does this feel? __________________________________________________________________ 25
What is happening? __________________________________________________________________ 25
About the child’s thoughts:____________________________________________________________ 25
How is the content/activity like something that the child has done/seen before? ____________________ 25
How can you explain this? _____________________________________________________________ 25
Why do you think that happened? _______________________________________________________ 25
What happened that you did not expect? __________________________________________________ 25
About the Child’s actions, feelings and memories: _________________________________________ 25
What did they do? ___________________________________________________________________ 25
What did it remind you or them of? ______________________________________________________ 25
What did the you or the child image? ____________________________________________________ 25
What did you and the children like/dislike? ________________________________________________ 25
About the child’s speculations and predictions: ____________________________________________ 25
What would happen if? _______________________________________________________________ 25

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What will happen next? _______________________________________________________________ 25
Is there a rule or process? _____________________________________________________________ 25
Could something different happen? Why? _________________________________________________ 25
  1u Observation: questioning in a LOTE classroom ___________________________________________ 26




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Part A: Sample Observation Sheets
1a Observation Sheet

Lesson/Event/Aspect of Classroom
Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

(Fill in applicable sections)

Management                Comments




Planning                  Comment




Instruction               Comment




Special Event/Aspect      Comment




Feedback and Discussion with Mentor Teacher:




                                                                          4
1b: Learning Behaviour Observation Checklist
Child’s Name: _______________________ Date ________________
LISTENING SKILLS                                 Behaviour        Comment
                                                    1-4
°    listens attentively
°    listens courteously
°    ignores distractions
°    responds to directions
°    demonstrates understanding
RESPONSE TO Q UESTIONING
°    responds willingly
°    responds ably
°    responds in monosyllables
°    responds in telegraphic speech
RESPONSE STRUCTURE
°    grammatical
°    logical
PARTICIPATION IN D ISCUSSION
°    Avoids discussion
°    needs encouragement
°    willing participant
°    dominates the discussion
°    contribution:
          - good quality
          - poor quality

SPEECH
°    clear
°    audible
WRITTEN TASKS PARTICIPATION
°    avoids
°    needs encouragement
°    willing
STRUCTURE AND CONTENT
°    neat
°    well organised
°    content appropriate
GENERAL BEHAVIOUR P ATTERN
°    on task
°    off task
°    works independently
°    over reliance on teacher
°    over reliance on other pupils
°    withdrawn
°    distractible
Behaviour occurs: 1. frequently, 2. sometimes, 3. only occasionally, 4. Never

Diagnostic Statement:




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      1c: Observation of Productive Pedagogies

      Student Observation based on Productive Pedagogies: Select 4 of these elements to observe


Higher Order Thinking: did the            Comments:
students recite facts or participate in
routine practices OR were students
engaged high levels of thinking in
order to hypothesise, argue, formulate
or construct answers
Deep Understanding: students              Comments:
demonstrated superficial
understanding of ideas OR students
demonstrated substantial
understanding of important concepts
Knowledge as Problematic: students        Comments:
presented knowledge in an uncritical
fashion OR student were aware of
conflicting views of knowledge
Cultural Knowledges: student              Comments:
demonstrated no recognition or
valuing of other than the dominant
culture OR different culture are
equally valued
Active Citizenship: students              Comments:
demonstrate no concern OR
substantial concern for responsible
citizenship
Transformative Citizenship: to what       Comments:
extent do students make mention of
rights and responsibilities in a
democratic society
Connectedness to the World: to what       Comments:
extent in a connection made between
classroom activities or content and
situations beyond the classroom




                                                                                                  6
1d: Role of Teacher During Group Work

What Role does the Teacher take                Frequency
during group work?                      Once     More      Never
                                                 than
                                                 once
Motivator


Facilitator


Consultant


Discipline Agent


Instructor


Questioner


Settler of Social Climate


Organiser


Provider of Equipment and Resources


Other (describe)


Additional comments:




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1e: ICT Observation Log

                     Learning Log - Reflection on ICT Based Activity

Date, Name and Description of
Activity




Curriculum Area

Year Level

Reflections of Implementation
of Activity, Examples:
     Student grouping
     Instructions given
     Placement of
       equipment
     Role of teacher




How would you implement or
change the activity?




Other Comments




                                                                       8
1f: ICT Observation Log

         ICT Observation based on Effective Learning and Teaching Principles

Date, Name and Description of
Activity


Curriculum area
Year Level
Understand the learner
(How did classroom practice
reflect this principle?)




Understand the learning
process
(How did the use of computers
support the learning process?)




Supportive and challenging
environment
(How did the use of computers
contribute to the learning
environment?)



Worthwhile partnerships
(What partnerships did the use
of computers support, promote
or utilise?)



Social and cultural contexts
(How did the use of computers
respond to or shape social and
cultural contexts?)




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1g Observation: Distribution of Class time

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class?



          Activity                      Time/times             Comments (what happened
                                                                or how did this occur?)
Review previous knowledge
or lesson




Demonstration




Guided Practice




Giving Feedback




Independent Practice




Reviewing current lesson




Housekeeping




                                                                                               10
1h Observation: On-task tracking

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class? You
might like to select 1 or a small group of students rather than the whole class.

             Task                      Time/times            Comments (what occurred?)
Looking




Reading




Responding to teacher




Responding to other student




Working




Other on-task activity




Off-task activity




                                                                                                   11
1i Observation: Look who’s talking

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class?



           Task                           Time                         Comment
        Teacher talk




        Student talk




     Group discussion




         No talking




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1j Observation: Teacher travel or attention

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


Tally how many times or how much time have you observed the following activities within the class? You
may also like to add comments as to why.




       Teachers Desk            Overhead or Chalkboard                   Other




         Front left                    Front center                   Front right




         Centre left                     Centre                       Centre right




         Back left                     Back centre                     Back right




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1k Observation: Questioning

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class? You
might like to select 1 or a small group of students rather than the whole class.

            Item                      Tally or Time                    Comment
  Teacher asked question


  Student asked question


Teacher prompted wait time


Student prompted wait time


  Question asked to whole
           class

  Question asked to small
          group

Question asked to individual




 Response from individual
         student

  Response from identified
          group

 Response from entire class


   Response called out by
         student

     Teacher answered




                                                                                                   14
1l Observation: Question Type

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class? You
might like to select 1 or a small group of students rather than the whole class.



       Question Type                      Time                        Comments
  Quantity type question:
How many…. List all the ….




  Viewpoint type question
How would X feel about….




 Elaboration type question:
  Can you expand on this?




   Pretend type question
If you could do anything to
solve…..


   Forced associate type
        question
    How is …. Like ….


    Reorganization type
         question
 What would happen if …..


Non-divergent thinking type
         question
Factual recall or restatement



                                                                                                   15
1m Observation: Positive and Negative statements

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class?

       Statement type                     Times                       Comments
 Positive teacher statement




 Negative teacher statement




 Neutral teacher statement




 Positive student statement




 Negative student statement




 Neutral student statement




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1n Observation: Talking out of Turn

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class?



     Teacher response                     Time                         Comment
     Ignore the student




     Call on the student




     Verbally admonish




    Non-verbal message




  Record on Board/paper




           Other




                                                                                               17
1o Observation: Questioning – Blooms Taxonomy

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class?

        Question Type                     Times                        Comment
      Knowledge Level:
  Tell, list, describe, relate,
  locate, write, find, state,
              name



   Comprehension Level:
 Explain, interpret, outline,
discuss, distinguish, predict,
restate, translate, compare,
           describe
     Application Level:
 Solve, show, use, illustrate,
    construct, complete,
      examine, classify




       Analysis Level:
    Analyse, distinguish,
examine, compare, contrast,
   investigate, categories,
 identify, explain, separate,
           advertise
       Synthesis Level:
 Create, invent, compose,
  predict, plan, construct,
 design, imagine, propose,
     devise, formulate
      Evaluation Level:
Judge, select, choose, decide,
justify, debate, verify, argue,
recommend, assess, discuss,
  rate, prioritize, determine



                                                                                               18
1p Observation: Questioning – Student Response Success


Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class?

     Student Response                     Time                         Comment
  Correct, quick and firm




      Correct, hesitant




     Incorrect, careless




     Incorrect, lacking
        knowledge




  Answered with another
        question




           Other




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1q Observation: Questioning – Who is doing what?

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class?
           Activity                        Time                        Comments
  Teacher accepts feelings




     Teacher praises or
        encourages




  Teacher accepts or used
     ideas of students


   Teacher asks questions




 Teacher gives lecture type
       instruction


  Teacher gives directions




     Teacher criticizes




Student responds to teachers
      question or task


 Student initiates discussion
           or task


    Students are silent or
         confused


     Student praises or
        compliments

                                                                                               20
   Student validates other
       students idea


Student asks question or asks
      for clarification


 No speaking due to student
        composition




                                21
1r Observation: Poor learning tendencies

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______

How many times or how much time have you observed the following activities within the class?

Poor learning attribute                                 Time   Comment
SUPERFICIAL ATTENTION: Skimming over
with no attempt to actively process the
information in order to generate personal
meaning.
IMPULSIVE ATTENTION: Some parts of a
communication attended to, others overlooked,
e.g. the learner may focus on an interesting
example and ignore a major point - spotty
processing.
PREMATURE CLOSURE: Ceasing work on a
task in the genuine belief that it is finished, when
in fact some things have not been done. No
attempt to systematically check the answers
against the instructions.
INAPPROPRIATE APPLICATION: Blind
application of a memorised procedure in a
situation where it is not applicable.
STAYING STUCK: Lack of any strategy to cope
with getting stuck except to call for help. No
attempt to return to the instructions, reflect on the
strategy selected, analyse what has been done so
far or consider alternative approaches.
INEFFECTIVE ERADICATION: Persistent
reappearance of apparently changed
misconceptions or alternative explanations.
LACK OF INTERNAL REFLECTIVE
THINKING: - The learner focuses only on
current work without attempting to look for any
connection between it and what has come
previously. Each lesson, activity, or even
instruction is seen as isolated from the others.
LACK OF EXTERNAL REFLECTIVE
THINKING: No attempt to link the content of one
school subject with the outside world or other
subjects.
NON-RETRIEVAL: No attempt to retrieve one's
own existing views and understandings which are
relevant to the `school knowledge' being presented
by the teacher or text. Learner is unaware of
conflicts between this school knowledge and their
personal views.



                                                                                               22
1s Observation: Good learning behaviours:

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______


How many times or how much time have you observed the following activities within the class?

            Behaviour                   Time/Student                     Comment
Asks teacher why they went wrong
Tells teacher when/what they don’t
understand
Checks work against instruction,
correcting errors and omissions
When stuck, refers to earlier work
before asking teachers
Checks personal comprehension of
instruction and material. Requests
further information if needed.
Seeks reasons for aspects of the
work at hand
Anticipates and predicts possible
outcomes
Plans a general strategy before
starting
Explains purposes and results
Checks teachers work for errors;
offers corrections
Seeks links between adjacent
activities and ideas
Seeks links between non-adjacent
activities, ideas and between
different topics
Independently seeks further
information, following up ideas
raised in class
Seeks links between different
subjects
Asks inquisitive but general
questions
Offers personal examples which
are generally relevant
Seeks specific links between
schoolwork and personal life
Searches for weaknesses in their
own understanding, check the
consistency of their explanations
across different situations
Suggests new activities and
alternative procedures

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Expresses disagreement
Offers ideas, new insights and
alternative explanations
Justifies opinions
Reacts and refers to comments of
other students




                                   24
     1t Observation: considerations and questions for planning
     Description of Lesson/Event/Aspect of Classroom Observed

     Subject _________________________ Class: _____Year: ______ Size: ______

     Comment on the following.

About Objects and Events:

What do you see/hear?

How does this feel?

What is happening?

About the child’s thoughts:

How is the content/activity like
something that the child has done/seen
before?

How can you explain this?

Why do you think that happened?

What happened that you did not expect?

About the Child’s actions, feelings and
memories:

What did they do?

What did it remind you or them of?

What did the you or the child image?

What did you and the children
like/dislike?

About the child’s speculations and
predictions:

What would happen if?

What will happen next?

Is there a rule or process?

Could something different happen?
Why?




                                                                               25
1u Observation: questioning in a LOTE classroom
Rationale: In the classroom a teacher’s talk contains questions in almost 2 out of every three exchanges
with students.
Aim: Evaluate role of questioning

Objectives: Observe, assess, reflect on the role of teachers’ questions in the classroom.

Task: Present data from a minimum of three lessons during prac.
1. Write down samples of the questions teachers ask.
   Record in table form words the teacher used in phrasing questions during a lesson, in the:
   (1) orientating phase
   (2) enhancing phase
   (3) synthesising phase
    Record student language use in response.

2. Reflect on the teacher’s purpose in the question; and
   learning potential from the student language production.

Oral questions: Decide which type of question is being asked:
display question (D) (for which the teacher knows the single correct answer and is checking student knowledge,
and pronunciation of answer eg How many cents in a dollar?
referential question (R) (for which there are real appropriate answers; the teacher is genuinely interested in the
answer 'eg. What did you have for lunch?

Display: When information is given beforehand and teachers ask students to recall form memory, the platform for
conversational competence (Widdowson 1990) is not being developed; memory if any thing is being tested but not
comprehension. For example:

Teacher: Can you draw this map?
Student: Yes, I can.
Teacher: Can you type?
Student: Yes, I can.
Teacher: Can you speak Japanese?
Student: Yes, I can.

Display questions such as these may have value for recycling new language at early stages of learning it and perhaps
for students’ language production. But they do not provide answers which solve a problem in terms of assisting
learning to take place.

Referential questions tend to interest students more, since they call for a degree of personal involvement. In general,
students respond better to teachers who treat them like real people, and who show a genuine interest in them. This
implies that we should consider increasing the use of referential (real) questions, and of divergent questions, for
which there is a variety of correct answers in class.

Text questions (adapted from Maley 1993): Decide which type of question is being asked. Questions 1-3 are
convergent types leading to one correct answer; Questions 4-7 are divergent in nature.
1. Factual questions: text provides explicit answer e.g. 'How many places did the hero visit?'
2. Cause/effect questions: the reader has to put information together from different parts of the text e.g. 'Why did he
want to get good marks?'
3. Inference questions: the reader has to work out the meaning and answer from partial clues by reading the hidden
meanings, 'reading between the lines'. e.g. 'Why did he invite the new arrival home?'
4. Opinion questions: the reader has to commit a personal opinion to what has been read. e.g. 'What do you think of
the community reaction to the new arrival’s behaviour at the meeting?’
5. Interpretation questions: the reader has to interpret an understanding of the information in the text, not simply
comprehension of it e.g. 'The animals are muzzled and put into vans at the beginning of the story on video. Why?
6. Personalised questions: the reader has to consider and give a personal response. e.g. 'What would you have said if
you had met the new arrival?

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7. Speculative questions: the reader has to speculate about the unknowable, because the outcomes are not given in
the text but there are indications of future events outside the text e.g. 'What do you think happens to the animals
when they are released?'

http://www.onestopenglish.com/teaching_minimal_resources/minimal_maley.htm

Samples of Teacher’s Questions (expand the table to fit –at least 3 lessons)
PHASE:            Teacher’s WORDS             Question sample type:      Resulting STUDENT
Orientation                                                              LANGUAGE use
Enhancement                                   Display/Referential/Text
Synthesising                                  type




                                         Metacognitive journal
                                            (expand table to fit)
     Question        My observation of what          What I learned and how I learned it
      sample               happened
1.

2.

3.




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