Tool: Sample Observation Techniques

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Tool: Sample Observation TechniquesFocusTechniqueStudent involvementVerbal flowIndividualized instructionClass trafficSamplingOverview/scriptingTally marksLevels of student thinkingSelective verbatimOverview/scriptingTally marksTeacher talk/behaviorSelective verbatimOverview/scriptingTally marksClassroom climateVerbal flowSelective verbatimAt taskSamplingOverview/scriptingTally marksAt taskSamplingOverview/scriptingTally marks1

Overview and ScriptingWhen using the overview method, write down everything that transpires in the classroom.For scripting, write down everything that is said in the classroom. These observationtechniques are useful for gathering information on most focus areas. It is difficult,however, to record everything. Use shorthand notations and do not worry aboutconnecting events. Remember to write down only facts, not judgments. Create a seating map of the classroom and number the students. Use the numbersto refer to which student is speaking. T teacher Use quotation marks or capital letters to denote actual quotes. Paraphrase otherscomments and actions.ExampleObservation Notes:SCRIPTING Teacher: Tom V. Lesson: Geometry Date: 3/4/04 Observer: Amy L.Begin10:35. Children are sitting in desks with teacher at front of roomT: WHO REMEMBERS WHAT WE DISCUSSED YESTERDAY IN MATH?3: WE WERE TALKING ABOUT SHAPES GEO mumbles an incoherent word.14: GEOMETRY!T: YES, WE STARTED TALKING ABOUT GEOMETRY. (Taps lightly on 4’s desk toget his attention) AMY, CAN YOU TELL US ANYTHING MORE ABOUT WHAT WEDISCUSSED YESTERDAY?7: (Looking in desk) Asks the teacher to repeat the question. Teacher repeats. WETALKED ABOUT DIFFERENT DIMENSIONS OF SHAPES.T: WHAT DO YOU MEAN DIFFERENT DIMENSIONS OF SHAPES?Analysis SuggestionsSince as much of the action and/or conversation as possible is noted, the focus of analysiswill depend upon the individual lesson, the chosen focus, and what stands out as relevantor important.Link to recording data format2

Selective verbatimThis technique is a form of scripting, however the focus is narrower. Recordeverything that is said within a certain category or focus area.Categories of teacher talkQuestionsResponses to questionsResponses to statementsDirections or assignmentsInformation statementsReward and praise statementsCriticisms and constructive feedbackManagement statementsCategories of student talkQuestionsResponses to questionsResponses to statementsStudent initiated statementsExampleObservation Notes:TEACHER QUESTIONS Teacher: Ann K. Lesson: Penguins Date: 5/14/04 Observer:Dan B.Children and teacher are sitting on rug in a circleTime1:151:171:181:201:211:221:26QuestionWHAT DO YOU THINK PENGUINS EAT? DO THEY EAT WHAT WE EAT?DOES ANYONE HAVE A DIFFERENT IDEA?ANYONE ELSE?WHY DO YOU THINK PENGUINS WOULD EAT BIRDS?ARE PENGUINS BIRDS?WHY DO YOU THINK PENGUINS WOULD EAT FISH?SHOULD WE READ A LITTLE FROM THIS BOOK TO FIND OUT WHATPENGUINS DO EAT?Analysis Suggestions: Examine number of open vs. closed questions Examine cognitive level of questions Examine the number of probing and follow-up questions Examine the use of multiple questions at one timeLink to recording data format3

Verbal flowThis technique is similar to selective verbatim, which focuses on the content of verbalcommunication. Verbal flow, however, identifies the initiators and recipients of theverbal communication. The same categories or focus areas can be used. Create a seating map of the classroom using boxes to represent the teacher andstudents. When the teacher makes a comment or asks a question to the whole class indicatewith an arrow from the teacher box. When the teacher speaks specifically to a student indicate with a downward arrow inthat student’s box. When the student speaks to the teacher or the whole class indicate with an upwardarrow in that student’s box. When a student speaks to another student indicate with an arrow between the twostudents’ boxes noting the direction. Use notches on the arrows to keep track of the number of comments or questions.ExampleObservation Notes:QUESTIONS Teacher: Sue K. Lesson: Civil War Date: 1/11/04 Observer: Nia P.Begin 1:15 Students are at desks. Teacher wanders.Analysis Suggestions: Does the teacher question or call on students sitting in particular seats? Does the teacher question or call on particular individuals or a particular gender? Do particular students ask more questions or direct comments to the teacher? Toother students?4

At TaskThis technique provides data on individual students’ engagement levels. It is importantfor the teacher being observed to explain what he or she considers to be on-task behavior. Create a seating map of the classroom using boxes to represent each student Create a legend to represent various behaviors (For example:)A At taskB StallingC Schoolwork other than requestedD Out of seatE Talking to others Systematically examine each student’s behavior for a few seconds and record his orbehavior accordingly in the appropriate box Repeat the observations of each student every three to four minutes and recordappropriatelyExampleObservation Notes:AT TASK Teacher: Liz P. Lesson: Journal writing Date: 2/2/04 Observer: Laura Z.Begin 9:20. Students working at desk while teacher conferences one on one at her EEEDDEEAAAEAAAAAnalysis Suggestions: Examine individual student’s level of engagement Examine the general level of engagement across activities or time periods5

SamplingSimilar to the at task technique, this method requires coding at regular intervals. Thefocus can be on either the teacher or student(s). Create a legend to represent various behaviors (For example:)o P presentingo O observingo M Managingo H Helping or consolingo I Individualizing instruction Observe the focus individual’s behavior at regular intervals and recordExampleObservation Notes:TEACHER BEHAVIOR SAMPLING Teacher: Julie J. Lesson: Magnets Date: 3/3/04Observer: Rachel E. Children at desks. Teacher at front of ehaviorPPPMMHHMIIAnalysis Suggestions: Examine patterns in teacher or student behavior Examine time spent exhibiting different types of behavior6

Class TrafficRecord the movement patterns of the teacher and/or 1 or 2 students. You can record justthe physical movements or also the type/reason for the movements. Create a map of the classroom Create a legend to describe the types of movements (if desired)Teacher movement----- Directed student movement Non-directed but purposeful student movement Non-directed and non-purposeful student movementExampleObservation Notes:CLASS TRAFFIC Teacher: Lori K. Lesson: SSR Date: 3/15/04 Observer: Barb J.Begin 12:20.Analysis Suggestions: Examine teacher’s movement around classroom Examine individual students’ movement around and in and out of classroom Examine locations in the classroom that get high and low amounts of traffic7

Tally MarksTally marks can be used to record many different types of information. Although you donot record the actual words or actions, totals and percentages of different types ofbehaviors can be informative. Select the general area of focus (for example:)o Students called on by teachero Participating studentso Types of questions asked by the teachero Interactions with students initiated by teachero Interactions with teacher initiated by studentso Teacher praise statementso Teacher management statementso Children called on with or without hands raised Create relevant sub-categories for focus area if desired (For example:)o Types of questionso Types of interactionso Gendero Use of specific words Record tally marks and compute percentages if applicableExampleObservation Notes:TEACHER QUESTIONS AND GENDER Teacher: Mary K. Lesson: EconomicsDate: 5/6/04 Observer: Jim B. Children at desks. Teacher wanders. Begin: 2:15Factual questionsClarification questionsExplanation questionsOpinion questionsApplication questionsBoysllll llllllllllllGirlslllllll llllllllAnalysis Suggestions:Analysis depends upon the focus and sub-categories chosen. Information can beexamined according to individuals, gender, seat location or other variables.Primary Reference:Acheson, K., & Gall, M. (1992). Techniques in the clinical supervision of teachers (2nded.). New York: Longman.8

Tally marks recording data formatExample: Student ParticipationTeacher:Observer:Types of student participationCalled on: hand raisedLesson:Time Begin:BoysDate:Time End:GirlsCalled on: no hand raisedSelf-initiated: hand raisedSelf-initiated: no hand raisedTotals:9

Tally marks recording data formatExample: Student ParticipationTeacher:Observer:Types of student participationCalled on: hand raisedLesson:Time Begin:BoysDate:Time End:GirlsCalled on: no hand raisedSelf-initiated: hand raisedSelf-initiated: no hand raisedTotals:10

Tool: Sample Observation Techniques Focus Technique Student involvement Verbal flow At task Sampling Overview/scripting Tally marks Individualized instruction Class traffic Sampling Overview/scripting Tally marks Levels of student thinking Selective verbatim Overview/scripting Tally marks Teacher talk/behavior Selective verbatim Overview/scripting Tally marks Classroom climate Verbal flow .

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