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
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
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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
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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 CommentTeacher 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 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
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 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
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 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
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 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
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 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
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 CommentCorrect, quick and firm
Correct, hesitant
Incorrect, careless
Incorrect, lacking knowledge
Answered with another question
Other
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
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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
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 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:
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 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
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?
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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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