1 SPAIN, GRANADA SEPTEMBER 2016Classroom teaching observation tools Choosing the right observation instrument- SESSION 5 SPAIN, GRANADA SEPTEMBER 2016
2 Case study The Neophytian elementary school, the best school in town, due to its gifted founder, wants to implement a project for the development of its faculty in differentiation of instruction. Teachers have agreed that they will implement a peer support scheme including lesson observation and evaluation. After a long and tiring internet safari and being lost into the many observation instruments they came across, they couldn’t decide which instrument to use. The decision was made even more difficult due to the fact that the teachers had considerably different background in terms of their overall experience, their knowledge about differentiation and their needs (other needed general guidance while others had very specific needs and demands in terms of their professional development). Not only did they fall into a loophole as regards the selection of instruments, they also couldn’t decide when and how each instrument could be more efficiently used.
3 Choosing the Right Observational ToolWhat things should we consider when selecting the right instrument for a classroom observation?
4 Choosing the Right Observational ToolFactors to Consider High Priority Questions Is the instrument valid for our intended purpose? Does the observation include guidelines and support for using findings for professional development purposes? Is the time required for observation feasible for your organization? Note to trainer You may use the material provided by Stuhlman, M. W., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2010). A practitioner’s guide to conducting classroom observations: What the research tells us about choosing and using observational systems.
5 Choosing the Right Observational ToolFactors to Consider Additional Considerations Does the system include complementary sources of information (such as student surveys, etc.) that could be used to obtain a more complete portrait of the classroom? Does the observation include guidelines and support for using findings for professional development purposes? Is the time required for observation feasible for your organization?
6 Observational Methods Standardization ProceduresKey Concept Reliability Look for instruments that provide scores that are: • Consistent over time unless change is expected. • Consistent across observers. Key Concept Validity Look for instruments that provide scores with proven links to outcomes of interest. Key Concept Observational Methods Time-Sampling Methodology/Frequency Counts: highlighting differences within a specific teacher’s practices Global Rating Methodology: providing information that differentiates between teachers. Key Concept Standardization Procedures Observations should be standardized around: • Training protocol • Observation protocol • Scoring directions. Measures using time-sampling methodology Time-Sampling Methodology/Frequency Counts: most adept at highlighting differences within a specific teacher’s practices during different specific teaching activities. Global Rating Methodology: most adept at highlighting stable teacher characteristics and at providing information that differentiates between teachers Global rating methodology guides users to watch for patterns of behavior and make summative judgments about the presence or absence of these behaviors. Examples of behaviors assessed by time-sampling measures include: time spent on literacy instruction, the number of times teachers ask questions during instructional conversations, and the number of negative comments made by peers to one another. In contrast, global rating systems may assess the degree to which literacy instruction in a classroom matches a description of evidence-based practices, the extent to which instructional conversations stimulate children’s higher-order thinking skills, and the extent to which classroom interactions contain a high degree of negativity, both between teachers and students and among peers.
7 Our task To suggest the best type of instrument for the purpose that the teachers of the Neophytian school have decided. We will review the various instrument and accordingly advice on how to select the best instrument for Teachers who are novice in differentiation VS Teachers who have very specific needs. Establishing certain elements in the lesson design Observing instruction in real time time-keeping records as it happens Providing a total evaluation of the lesson
8 GROUP WOrk You will be given notes about certain particular observation instruments. Carefully review the material and advice on: When the instrument can be used (before, during, after the lesson) For which type of teacher this applies better (novice, expert) For which purpose (Improvement of generic skills or certain skills) 30 minutes Note for trainer You can use the material from the Simpson, M., & Tuson, J. (2003). Using Observations in Small-Scale Research: A Beginner's Guide. Revised Edition. Using Research. University of Glasgow, SCRE Centre, 16 Dublin Street, Edinburgh, EH3 6NL Scotland (SCRE Publication no. 130). Chesterfield, R. (1997). Classroom observation tools. Improving Educational Quality Project. Each group (or pair) will be assigned with a different type of observation instrument Event Recording Systems Time sampling recording systems Rating Scales Maps Inventories Checklists Ratings Forms Running Logs
9 Group presentations Event Recording SystemsTime sampling recording systems Rating Scales Maps Inventories Checklists Ratings Forms Running Logs Bare in mind the questions: When the instrument can be used? (before, during, after the lesson) For which type of teacher this applies better? (novice, expert) For which purpose? (Improvement of generic skills or certain skill
10 When the instrument can be used Suggestions for optimum useBefore the Instruction Check lists Inventories During the lesson Event Recording Systems Time sampling recording systems Maps Running Logs After the lesson Rating Scales Checklists
11 For which type of teacher this applies better Novice/ Expert / bothEvent Recording Systems (B) Time sampling recording systems (B) Rating Scales (N) Maps (B) Inventories (B) Checklists (B) Ratings Forms (N) Running Logs (B)
12 Types of Classroom observation toolsSimpson, M., & Tuson, J. (2003). Using Observations in Small-Scale Research: A Beginner's Guide. Revised Edition. Using Research. University of Glasgow, SCRE Centre, 16 Dublin Street, Edinburgh, EH3 6NL Scotland (SCRE Publication no. 130). Chesterfield, R. (1997). Classroom observation tools. Improving Educational Quality Project.
13 Event Recording SystemsA tally system of recording
14 Event Recording SystemsAn event recording schedule
15 Time sampling Recording SystemsCoding Using SPOC Category
16 Rating scales Extract from SCOTS rating Scale
17 Descriptive records
18 Narrative systems or field notes
19 maps
20 maps On task behavior Reinforcement and FeedbackTeacher and/or Student Classroom Movement Reinforcement and Feedback
21 inventories THE CENTRE:Please make a tick in front of each thing the centre has: ___ A clean classroom ___ A schedule/plan for the activities that the children do during the day ___ Child-sized tables and chairs ___ A place for children to lie down ___ Clean bedding for them to use to lie down ___ A safe place to play outdoors ___ A clean bathroom ___ Colorful decorations on the walls ___ Books for the children: About how many books are there? ___ How many books are there? ___ Toys/games for the children: please list some of the toys/games ___ Educational materials ___ Learning areas
22 checklists How does the teacher discipline the children (tick all that apply)? ___ 1. No discipline observed ___ 2. Yells at the child ___ 3. Hits the child ___ 4. Punishes the child ___ 5. Quietly reminds the misbehaving child of the rules ___ 6. Separates the misbehaving child from other children ___ 7. Other (specify)___________________________________ How does the teacher praise the children (tick all that apply)? ___ 1. No praise observed ___ 2. Compliments the child ___ 3. Hugs/touches the child ___ 4. Gives the child a reward (more food, sweets, etc.) ___ 5. Other (specify)_________________________________
23 Running logs The first code (B) is thecontext; in this case, a small group without a teacher present. The second codes is the subject matter, Spanish. The third code is the initiator of the interaction; in this case, IO means initiated by the observed child and Pm means with a male peer. The fourth code is whether the interaction was verbal (v), as in this case, and what language was used (nl-native language). Subsequent codes show that there was a response in the native language (Rnl), which made the interaction a communication sequence (S); that the interaction involved reading vocabulary practice (readvoc); and that it also involved self-esteem in terms of turn-taking (esturn). The entire coding system is found in Appendix B.
24 portfolio In the context of teacher training, the portfolio is currently conceived as (Sklenar, 2000): A product, material printed or technological support Prepared by teacher -by definition in training and permanent update- autonomously, Aiming to "make clear” – to himself and to others: external evaluators- what occurs in their teaching and training practice
25 portfolio The Portfolio teacher training can be defined as follows (Sklenár, 2000): It is oriented towards the trainee: the trainee teacher who makes the portfolio based on the recognition or awareness of their current status and objectives it has set. It is oriented towards practice: rather than assessing knowledge, documents and consequently makes transparent teaching and training decisions. It is oriented towards the process: go with development process of formation and change that he experiences the teacher. It is oriented toward the future: move the teacher to set new goals from reflection on the achievement of previously set in a training spiral. It is oriented towards lifelong learning: the process of its development involves an awareness, a search for solutions and / or new roads and an assessment of the conscious application of changes.
26 general criteria to assess a portfolioRegarding the structure: If the portfolio contains all components and is well structured, how far the author is consistent in processing. Regarding the evidence: how far the evidence includes patents make the changes that are experiencing throughout the training process. Regarding reflection: how deeply reflect on their practice and the changes.
27 Observation of differentiated instruction
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31 Use the observation instrumentsObserve and evaluate the lesson using one of the Differentiated Instruction Observation Tools presented earlier. Differentiated Instruction in the Classroom at Mesquite Elementary ...
32 Group work Prepare the outline of the Session you will be using for your Training Seminars on the topic of Classroom teaching observation tools. Provide ideas for Content Methods Ways to engage trainees Icebreakers etc.