Observation Booklet

University of Southern Queensland

Faculty of EducationBachelor 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 ClassroomDescription 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:

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1b: Learning Behaviour Observation Checklist

Child’s Name: _______________________Date ________________

LISTENING SKILLS Behaviour1-4

Comment

° listens attentively ° listens courteously° ignores distractions° responds to directions° demonstrates understandingRESPONSE TO QUESTIONING

° responds willingly° responds ably° responds in monosyllables° responds in telegraphic speechRESPONSE STRUCTURE

° grammatical° logicalPARTICIPATION IN DISCUSSION

° Avoids discussion° needs encouragement° willing participant° dominates the discussion° contribution:

- good quality- poor quality

SPEECH

° clear° audibleWRITTEN TASKS PARTICIPATION

° avoids ° needs encouragement° willingSTRUCTURE AND CONTENT

° neat° well organised° content appropriateGENERAL BEHAVIOUR PATTERN

° on task° off task° works independently° over reliance on teacher° over reliance on other pupils° withdrawn° distractibleBehaviour occurs: 1. frequently, 2. sometimes, 3. only occasionally, 4. Never

Diagnostic Statement:

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1c: Observation of Productive Pedagogies

Higher Order Thinking: did the 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

Comments:

Deep Understanding: students demonstrated superficial understanding of ideas OR students demonstrated substantial understanding of important concepts

Comments:

Knowledge as Problematic: students presented knowledge in an uncritical fashion OR student were aware of conflicting views of knowledge

Comments:

Cultural Knowledges: student demonstrated no recognition or valuing of other than the dominant culture OR different culture are equally valued

Comments:

Active Citizenship: students demonstrate no concern OR substantial concern for responsible citizenship

Comments:

Transformative Citizenship: to what extent do students make mention of rights and responsibilities in a democratic society

Comments:

Connectedness to the World: to what extent in a connection made between classroom activities or content and situations beyond the classroom

Comments:

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

1d: Role of Teacher During Group Work

What Role does the Teacher take during group work?

FrequencyOnce More

than once

Never

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

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1f: ICT Observation Log

ICT Observation based on Effective Learning and Teaching Principles

Date, Name and Description of Activity

Curriculum areaYear 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


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

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1h Observation: On-task tracking



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

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1i Observation: Look who’s talking




Task Time CommentTeacher talk

Student talk

Group discussion

No talking

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1j Observation: Teacher travel or attention



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




Item Tally or Time CommentTeacher 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

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1l Observation: Question Type




Question Type Time CommentsQuantity type question:

How many…. List all the ….

Viewpoint type questionHow would X feel about….

Elaboration type question:Can you expand on this?

Pretend type questionIf you could do anything to solve…..

Forced associate type question

How is …. Like ….

Reorganization type questionWhat would happen if …..

Non-divergent thinking type question

Factual recall or restatement

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1m Observation: Positive and Negative statements




Statement type Times CommentsPositive 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




Teacher response Time CommentIgnore the student

Call on the student

Verbally admonish

Non-verbal message

Record on Board/paper

Other

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1o Observation: Questioning – Blooms Taxonomy




Question Type Times CommentKnowledge Level:

Tell, list, describe, relate, locate, write, find, state,

name

Comprehension Level:Explain, interpret, outline,

discuss, distinguish, predict, restate, translate, compare,

describeApplication 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, formulateEvaluation Level:

Judge, select, choose, decide, justify, debate, verify, argue, recommend, assess, discuss,

rate, prioritize, determine

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1p Observation: Questioning – Student Response Success




Student Response Time CommentCorrect, quick and firm

Correct, hesitant

Incorrect, careless

Incorrect, lacking knowledge

Answered with another question

Other

1q Observation: Questioning – Who is doing what?



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

Teacher accepts feelings

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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

Student validates other students idea

Student asks question or asks for clarification

No speaking due to student composition

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1r Observation: Poor learning tendencies




Poor learning attribute Time CommentSUPERFICIAL 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.

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1s Observation: Good learning behaviours:




Behaviour Time/Student CommentAsks teacher why they went wrongTells teacher when/what they don’t understandChecks work against instruction, correcting errors and omissionsWhen stuck, refers to earlier work before asking teachersChecks personal comprehension of instruction and material. Requests further information if needed.Seeks reasons for aspects of the work at handAnticipates and predicts possible outcomesPlans a general strategy before startingExplains purposes and resultsChecks teachers work for errors; offers correctionsSeeks links between adjacent activities and ideasSeeks links between non-adjacent activities, ideas and between different topicsIndependently seeks further information, following up ideas raised in classSeeks links between different subjectsAsks inquisitive but general questionsOffers personal examples which are generally relevantSeeks specific links between schoolwork and personal lifeSearches for weaknesses in their own understanding, check the consistency of their explanations across different situationsSuggests new activities and alternative proceduresExpresses disagreementOffers ideas, new insights and alternative explanationsJustifies opinionsReacts and refers to comments of other students

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1t Observation: considerations and questions for planningDescription of Lesson/Event/Aspect of Classroom Observed


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?

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1u Observation: questioning in a LOTE classroomRationale: 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 phaseRecord student language use in response.

2. Reflect on the teacher’s purpose in the question; andlearning 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:OrientationEnhancementSynthesising

Teacher’s WORDS Question sample type:

Display/Referential/Text type

Resulting STUDENT LANGUAGE use

Metacognitive journal(expand table to fit)

Question sample

My observation of what happened

What I learned and how I learned it

1.

2.

3.

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Observation Booklet

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