| |
| |
| |
Why Observe? | |
| |
| |
Goal 1: to Achieve Empathy | |
| |
| |
Goal 2: to Establish Cooperative Relationships | |
| |
| |
Goal 3: to Become Realistic | |
| |
| |
Goal 4: to Establish Direction | |
| |
| |
Goal 5: to Attain Confidence | |
| |
| |
Goal 6: to Express Enthusiasm | |
| |
| |
Goal 7: to Become Flexible | |
| |
| |
Goal 8: to Become Self-Reliant | |
| |
| |
A Beginning Thought | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
Lenses for Observing | |
| |
| |
What Real Classrooms Are Like | |
| |
| |
Rapid Pace of Classrooms | |
| |
| |
Immediacy of Classrooms | |
| |
| |
Interruptions in Classrooms | |
| |
| |
Social Dynamics of Classrooms | |
| |
| |
Becoming Aware of Classroom Behavior: Lenses for Self-Improvement | |
| |
| |
To Become Aware of Your Own Behavior | |
| |
| |
To Discover Alternative Instructional Practices and New Solutions to Instructional Problems | |
| |
| |
To Determine Your Personal Teaching Strengths | |
| |
| |
To Focus Your Reflections on Important Areas of Teacher Effectiveness | |
| |
| |
Eight Lenses for Classroom Observation | |
| |
| |
Lens 1: Consider the Learning Climate | |
| |
| |
Lens 2: Focus on Classroom Management | |
| |
| |
Lens 3: Look for Lesson Clarity | |
| |
| |
Lens 4: Verify Variety | |
| |
| |
Lens 5: Observe Task Orientation | |
| |
| |
Lens 6: Examine Engagement | |
| |
| |
Lens 7: Measure Student Success | |
| |
| |
Lens 8: Look for Higher Thought Processes and Performance Outcomes | |
| |
| |
Challenges to Observing in Classrooms | |
| |
| |
Sources of Influence on Observations from Outside Ourselves | |
| |
| |
Student Ability and Achievement | |
| |
| |
Classroom Characteristics | |
| |
| |
Participatory and Cooperative Student Behavior | |
| |
| |
Experience and Education of the Teacher | |
| |
| |
School, Grade, and Subject Matter | |
| |
| |
Individual and Cultural Diversity | |
| |
| |
Sources of Influence on Observations from Within Ourselves | |
| |
| |
Your Own Experiences in School | |
| |
| |
Recent Influences and Training | |
| |
| |
Who May Be Watching; Who May Find Out | |
| |
| |
Choosing a Useful Lens: the Need to Structure Observations | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
Making Classroom Visits | |
| |
| |
A Classroom Dialogue | |
| |
| |
Reactions from Observing Ms. Koker's Classroom | |
| |
| |
Observing the Learning Climate | |
| |
| |
Observing Classroom Management | |
| |
| |
Observing Lesson Clarity | |
| |
| |
Observing Instructional Variety | |
| |
| |
Observing the Teacher's Task Orientation | |
| |
| |
Observing Students' Engagement in the Learning Process | |
| |
| |
Observing Student Success | |
| |
| |
Observing Higher Thought Processes and Performance Out-comes | |
| |
| |
Preparing to Observe in Real Classrooms | |
| |
| |
Activities Before the Observation | |
| |
| |
Activities During the Observation | |
| |
| |
Activities After the Observation | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
"Seeing" Beyond Personal Experiences and Expectations: Learning to Observe Systematically | |
| |
| |
Why Observe Systematically? | |
| |
| |
Methods for Observing and Recording | |
| |
| |
Method 1: Narrative Reports | |
| |
| |
Method 2: Rating Scales | |
| |
| |
Method 3: Classroom Coding Systems | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
Considering the Learning Climate | |
| |
| |
Dimensions of Learning Climate | |
| |
| |
Teacher Concerns | |
| |
| |
A Teacher Concerns Instrument | |
| |
| |
Observing Teacher Concerns in the Classroom | |
| |
| |
Warmth and Control | |
| |
| |
Dimensions of Warmth and Control | |
| |
| |
Behavioral Signs of Warmth and Control | |
| |
| |
Social Environment | |
| |
| |
Dimensions of Social Environment | |
| |
| |
Observing the Social Environment of the Classroom | |
| |
| |
Cultural Diversity and the Learning Climate | |
| |
| |
For More Information | |
| |
| |
Key Term | |
| |
| |
Activities | |
| |
| |
| |
Focusing on Classroom Management | |
| |
| |
Dimensions of Classroom Management | |
| |
| |
Practice Observing Classroom Management: A Dialogue | |
| |
| |
Time to Reflect | |
| |
| |
Arranging the Classroom to Meet Instructional Goals | |
| |
| |
Observing the Classroom Arrangement | |
| |
| |
Preestablishing and Communicating Classroom Rules | |
| |
| |
Observing Classroom Rules | |
| |
| |
Developing and Communicating Instructional Routines | |
| |
| |
Observing Instructional Routines | |
| |
| |
Establishing a System of Incentives and Consequences | |
| |
| |
Observing Incentives and Consequences | |
| |
| |
Using Low-Profile Classroom Management | |
| |
| |
Observing Low-Profile Classroom Management | |
| |
| |
Cultural Diversity and Classroom Management | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
Looking for Lesson Clarity | |
| |
| |
Dimensions of Lesson Clarity | |
| |
| |
Informing Learners of Lesson Objectives | |
| |
| |
Observing Lesson Objectives | |
| |
| |
Providing Advance Organizers | |
| |
| |
Observing Advance Organizers | |
| |
| |
Checking for Lesson-Relevant Prior Knowledge and Reteaching, if Necessary | |
| |
| |
Observing Lesson-Relevant Prior Knowledge and Reteaching | |
| |
| |
Teaching to Students' Current Level of Understanding | |
| |
| |
Observing Level of Instruction | |
| |
| |
Giving Directives Clearly | |
| |
| |
Observing Clarity of Directives | |
| |
| |
Using Examples, Illustrations, and Demonstrations | |
| |
| |
Observing Use of Examples, Illustrations, and Demonstrations | |
| |
| |
Reviewing and Summarizing | |
| |
| |
Observing Review and Summary Techniques | |
| |
| |
Cultural Diversity and Lesson Clarity | |
| |
| |
Practice Observing Lesson Clarity: A Dialogue | |
| |
| |
Time to Reflect | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
Verifying Instructional Variety | |
| |
| |
Dimensions of Instructional Variety | |
| |
| |
Practice Observing Instructional Variety: A Dialogue | |
| |
| |
Time to Reflect | |
| |
| |
Using Attention-Gaining Devices | |
| |
| |
Observing Attention-Gaining Devices | |
| |
| |
Showing Enthusiasm and Animation | |
| |
| |
Observing Enthusiasm and Animation | |
| |
| |
Varying Instructional Activities and Media | |
| |
| |
Observing the Variation in Instructional Activities and Media | |
| |
| |
Varying Rewards and Reinforcement | |
| |
| |
Observing the Use of Rewards and Reinforcement | |
| |
| |
Varying Types of Questions and Probes | |
| |
| |
Observing Types of Questions and Probes | |
| |
| |
Using Student Ideas | |
| |
| |
Observing the Use of Student Ideas | |
| |
| |
Cultural Diversity and Instructional Variety | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
Observing Task Orientation | |
| |
| |
Dimensions of Task Orientation | |
| |
| |
Practice Observing Task Orientation: A Dialogue | |
| |
| |
Time to Reflect | |
| |
| |
Preparing Unit and Lesson Plans That Reflect the Curriculum | |
| |
| |
Observing Whether Unit and Lesson Plans Reflect the Curriculum | |
| |
| |
Performing Administrative and Clerical Tasks Efficiently | |
| |
| |
Observing Administrative and Clerical Tasks | |
| |
| |
Preventing and Correcting Misbehavior | |
| |
| |
Observing the Prevention and Correction of Misbehavior | |
| |
| |
Selecting the Most Appropriate Instructional Strategy for the Objectives Taught | |
| |
| |
Observing the Most Appropriate Instructional Strategy for the Objectives Taught | |
| |
| |
Establishing Cycles of Review, Feedback, and Testing | |
| |
| |
Observing Cycles of Review, Feedback, and Testing | |
| |
| |
Cultural Diversity and Task Orientation | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
Examining Engagement in the Learning Process | |
| |
| |
Dimensions of Student Engagement in the Learning Process | |
| |
| |
Practice Observing Student Engagement in the Learning Process: A Dialogue | |
| |
| |
Time to Reflect | |
| |
| |
Eliciting the Desired Behavior | |
| |
| |
Observing Eliciting Activities | |
| |
| |
Providing Feedback and Correctives in a Noncritical Atmosphere | |
| |
| |
Observing Feedback and Correctives | |
| |
| |
Using Individual and Self-Regulated Learning Activities | |
| |
| |
Observing Differentiated and Self-Regulated Learning Activities | |
| |
| |
Using Meaningful Verbal Praise | |
| |
| |
Observing Meaningful Verbal Praise | |
| |
| |
Monitoring and Checking | |
| |
| |
Observing Monitoring and Checking | |
| |
| |
Cultural Diversity and Student Engagement | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
Measuring Student Success | |
| |
| |
Dimensions of Student Success | |
| |
| |
Practice Observing Student Success: A Dialogue | |
| |
| |
Time to Reflect 225 | |
| |
| |
Planning Unit and Lesson Content That Reflects Prior Learning | |
| |
| |
Observing Unit and Lesson Content That Reflects Prior Learning | |
| |
| |
Providing Mediated Feedback to Extend and Enhance Learning | |
| |
| |
Observing Mediated Feedback to Extend and Enhance Learning | |
| |
| |
Planning Units and Lessons at, or Slightly Above, Students' Current Level of Understanding | |
| |
| |
Observing Instruction at, or Slightly Above, the Learners' Current Level of Understanding | |
| |
| |
Making Transitions Between Lesson Content | |
| |
| |
Observing Transitions Between Lesson Content | |
| |
| |
Establishing Momentum That Engages Learners in the Learning Process | |
| |
| |
Observing Momentum | |
| |
| |
Cultural Diversity and Student Success | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
| |
Looking for Higher Thought Processes and Performance Outcomes | |
| |
| |
Dimensions of Higher Thought Processes and Performance Outcomes | |
| |
| |
Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue | |
| |
| |
Time to Think | |
| |
| |
Using Collaborative and Group Activities | |
| |
| |
Observing Collaborative and Group Activities | |
| |
| |
Demonstrating Mental Models and Strategies for Learning | |
| |
| |
Observing Mental Models and Strategies for Learning | |
| |
| |
Arranging for Student Projects and Demonstrations | |
| |
| |
Observing Student Projects and Demonstrations | |
| |
| |
Engaging Students in Oral Performance | |
| |
| |
Observing Students in Oral Performance | |
| |
| |
Providing Opportunities for Students to Learn from Their Mistakes | |
| |
| |
Observing Consequential Learning Activities | |
| |
| |
Using Portfolios and Performance Assessments of Learning | |
| |
| |
Observing Portfolios and Performance Assessments | |
| |
| |
Cultural Diversity and Performance Outcomes | |
| |
| |
For More Information | |
| |
| |
Key Terms | |
| |
| |
Activities | |
| |
| |
Appendix: How to Determine Percentage of Observer Agreement for a Counting Observation System | |
| |
| |
Glossary | |
| |
| |
References | |
| |
| |
Name Index | |
| |
| |
Subject Index | |
| |
| |
Instrument Index | |