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Day 5 - ObservationSkills &Categorizing Observation

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Day 5 - ObservationSkills &Categorizing Observation

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Day 6 - Assessment Tools Evaluation & Audit

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Day 6 - Assessment Tools Evaluation & Audit

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Learn about the significance of classroom observation in improving the quality of education and professional development of teachers.

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Understand the importance of establishing clear objectives before conducting a classroom observation. This ensures that you have a focus and can gather relevant data.

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Learn how to develop a comprehensive observation form that can help capture essential aspects of teaching and learning.

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Discover effective note-taking strategies to use during classroom observations. This will help you to record observations accurately and efficiently.

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Learn techniques to ensure you remain objective during classroom observations. This includes focusing on evidence and avoiding personal bias.

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Understand how to provide constructive and actionable feedback to teachers following classroom observations.

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Learn how to reflect on the observations and use the insights gained to improve teaching practices and student outcomes.

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Activity (3) Seating Plan/Diagram: A class consists of 30 students. Based on the picture below, judge students' progress and attainment during a classroom observation.

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Activity (3) Seating Plan/Diagram: A class consists of 30 students. Based on the picture below, judge students' progress and attainment during a classroom observation.

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Activity (1) Think about one observation scenario in your work place. List the steps you take to conduct the observation.

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Activity (1) Think about one observation scenario in your work place. List the steps you take to conduct the observation.

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Post the steps here

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https://cteresources.bc.edu/documentation/teaching-observations/conducting-an-observation/

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The actual process of conducting an observation requires the observer to take in, document, and then interpret quite a bit of information. While meeting with the instructor in advance of the observation can lend focus by clarifying specific goals, the process of conducting an observation is still complex. In order to best interpret what is going on in the classroom, observers need to attend to numerous sources, including the classroom environment and mood, course structure, class content, instructional materials, faculty behavior, and student behavior and reactions.

This section can help you prepare to organize that data and conduct an observation by providing:

Sample questions that can help you stay focused on the data that's most important to you and the faculty member being observed.

Sample observation forms and note-taking practices that can help you stay organized in the moment.

Sample Questions

Below are a list of sample questions on which an observer might focus their attention and feedback. These questions invite the observer to attend to different pieces of the classroom experience, all of which can provide meaningful data about what is going on in the classroom to support or hinder learning.

What is the mood like before, during, and after class? What information informs your interpretation of the mood?

How is the classroom physically arranged and how does that influence the flow of communication and interaction in the room?

How does the instructor contextualize the class session vis-a-vis the rest of the unit or course?

How has the instructor communicated their objectives and identified corresponding course materials which strive to meet them? Is the presentation clear and organized?

In what ways is the instructor's teaching achieving the stated goals or learning objectives for the class? In what ways is it not?

How well does the instructor organize and allocate class time?

How well does the instructor serve as a presenter and/or facilitator for class content?

In what ways are the modes of instruction (i.e. lecture, discussion, active learning, etc.) aligned or conducive to learning objectives for the class? In what ways are they misaligned or inconducive?

In what ways is the classroom environment inclusive, accessible, and welcoming? Are there barriers to inclusion or accessibility?

How well does the instructor debrief student learning and summarize key material?

At what points of the class were students most visibly engaged? When did they seem disinterested or confused?

Does student behavior change at any point during the class period? How and when?

Sample Note-Taking Practices and Observation Forms

Because observing an instructor requires you to attend to lots of different information, it's often useful to go into an observation with a plan in mind for how you'll organize your notes. If you're curious about what has worked for others, see below for a few note-taking techniques that have worked for others, from the simple to the complex.

Narrative log where notes are divided into three columns: 1.) a timestamp, 2.) a record of what's happening in the classroom, and 3.) initial interpretations or questions.

Participation diagrams: Some observers prioritize tracking student comments by creating a quick diagram of the room and using tick marks or arrows to note who speaks during the class. This can be an especially useful method to get a general idea of possible inequities in participation along gender, racial, or other socially significant lines. While there are limits to this method-we are unable to perfectly track demographics based on observable data-it can provide important information to unpack later, especially since research indicates that we cannot trust our perceptions of participation across different identity markers.

Visual note-taking system: If you find the data you collect from a simple participation diagram useful, there are more complicated systems that use that basic premise to track more detailed data.

Additional detailed teaching observation forms can be found below. These forms might help you get an idea for how to focus your observation or you can use one of these templates directly to help you organize your notes. Some sample forms are:

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The actual process of conducting an observation requires the observer to take in, document, and then interpret quite a bit of information. While meeting with the instructor in advance of the observation can lend focus by clarifying specific goals, the process of conducting an observation is still complex. In order to best interpret what is going on in the classroom, observers need to attend to numerous sources, including the classroom environment and mood, course structure, class content, instructional materials, faculty behavior, and student behavior and reactions.

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Guidelines for Conducting Observations in Schools
for Research Purposes

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Guidelines for Conducting Observations in Schools
for Research Purposes

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Please list 3 points for What Went Well (WWW) and 3 for Even Better If (EBI)

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Please list 3 points for What Went Well (WWW) and 3 for Even Better If (EBI)

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Activity (2) Utilize Observation Skills to Address the Challenges

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Activity (2) Utilize Observation Skills to Address the Challenges

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Accountability and Quality in Higher Education: A Case Study

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Accountability and Quality in Higher Education: A Case Study

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Accountability and Quality in Higher Education_ A Case Study

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Innovative Assessment in Higher Education 

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Innovative Assessment in Higher Education 

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A Handbook for Academic Practitioners

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Governance and quality guidelines in Higher Education

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Governance and quality guidelines in Higher Education

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A REVIEW OF GOVERNANCE ARRANGEMENTS

AND QUALITY ASSURANCE GUIDELINES

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GOVERNANCE AND QUALITY GUIDELINES OECD HE

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Quality Guidelines for Good Governance in Higher Education Across the Globe

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Quality Guidelines for Good Governance in Higher Education Across the Globe

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The Effectiveness of Peer Mentoring in Promoting a Positive Transition to Higher Education for First-Year Undergraduate Students: a Mixed Methods Systematic Review Protocol

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The Effectiveness of Peer Mentoring in Promoting a Positive Transition to Higher Education for First-Year Undergraduate Students: a Mixed Methods Systematic Review Protocol

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Scenario: Applying differentiated instruction to answer the need of  POD Students 

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Scenario: Applying differentiated instruction to answer the need of  POD Students 

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1. ice breaker

2. activities choices

3. tasks distribution

4. conclusive notes

5. Extended concepts

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1. Drop in one of the subjects that the child is gifted on

2. How the student is setting ( Environment )

3. Is he being challenge according to the lesson objective

4. Technology is being used or any other resources.

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1- attend after 5 minutes of the beginning of the lesson.

2- observe how the teacher engaging students l.

3- is he or she using a real life scenarios

4- hands on activities

5- differentiated activities

6- visuals and other resources

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Activity (1) Miller's Pyramid of Competencies

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Activity (1) Miller's Pyramid of Competencies

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Using Miller's Pyramid of Competencies, design an assessment that covers the model's 4 levels of competence.

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What is the difference?

Tools:

Example:

Impact:

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Vision: To create a creative community of innovative thinkers and lifelong learners.

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Assessment was incredible

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Financial risk

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Brainstorm

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BUILD AN ASSESSMENT POLICY FOR A NEWLY INAUGURATED SCHOOL THAT FOCUSED ON STEM EDUCATION AND LITERACY

THE SCHOOL AS NEWLY ESTABLISHED IS FROM GRADES KG TO GRADE 4

YOUR POLICY NEEDS TO INCLUDE

VISION

MISSION

INTRODUCTION

RATIONALE (EXPECTATIONS OF THE STUDENTS BY GRADE 4)

ASSESSMENT TYPES

ASSESSMENT CRITERIA

ASSESSMENT GRADING

ASSESSMENT PASSING GRADES

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BUILD AN ASSESSMENT POLICY FOR A NEWLY INAUGURATED SCHOOL THAT FOCUSED ON STEM EDUCATION AND LITERACY

THE SCHOOL AS NEWLY ESTABLISHED IS FROM GRADES KG TO GRADE 4

YOUR POLICY NEEDS TO INCLUDE

VISION

MISSION

INTRODUCTION

RATIONALE (EXPECTATIONS OF THE STUDENTS BY GRADE 4)

ASSESSMENT TYPES

ASSESSMENT CRITERIA

ASSESSMENT GRADING

ASSESSMENT PASSING GRADES

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Vision: To create a community of innovative thinkers and lifelong learners.

Mission: Our mission is to provide a dynamic and engaging learning environment that emphases the integration of Science, Technology, Art, Engineering,

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This assessment policy will demonstrate how we will students progress and attainment to enhance our students literacy through STEM education

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The Assessment in our School is a tool for learning. Our Assessment is focused on the main pillars of STEM which are Science, Technology, Engineering and Mathematics to build students' skills, literacy and numeracy as our main learning core

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Our assessment policy is designed to measure and enhance students' literacy progress through STEM education. By focusing on Science, Technology, Engineering, and Mathematics, our assessment serves as a valuable tool for developing students' skills, literacy, and numeracy, forming a strong foundation for their overall learning.