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Observing Learning

Observing Learning. Helen Bacon and Jan Ridgway Inclusion Support Services. Purpose of session. To analyse effective learning To develop skills of observation and feedback, distinguishing between seeing and observing To evaluate different approaches to observations.

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Observing Learning

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  1. Observing Learning Helen Bacon and Jan Ridgway Inclusion Support Services

  2. Purpose of session To analyse effective learning To develop skills of observation and feedback, distinguishing between seeing and observing To evaluate different approaches to observations

  3. Task - What is effective learning? Discuss How do you know that learning is effective and how can this be achieved? Consider: • Lesson structure • Classroom management • Types of teaching • Use of resources • Teachers use of language • Pupils use of language • Pupil interaction

  4. What is observation • What is the difference between seeing and observing? • Observations can be both structured and non-structured. Structured observation is where the observation is planned with a focus on specific activities. • Observations can be written down during a situation, immediately after a situation, or a combination of during and after.

  5. Who are we observing? • Child – individual • Group • Class • Support Staff in class or withdrawn • Teacher

  6. Narrative (running record) A written summary of the lesson which tries to capture the main things that happen, how the lesson opened, the sequence of activities etc.

  7. Advantages of Narrative • Gives lots of detail • Focuses on the sequences of events throughout the lesson • Requires very little, if any training • Gives information about what learning behaviours occurred and the context in which they occurred

  8. Disadvantages of Narrative • Time consuming • Works well for observing one individual, but is difficult to use when observing a group • Observers keep themselves apart from the pupils. This may be difficult if the children have a relationship with the observer and want to interact with them.

  9. Checklists A list of different features to observe

  10. Advantages of Checklists • Helps to focus observation • Quick and easy to use • Can be used for future planning or discussion

  11. Disadvantages of Checklists • Little detail gathered • No sequence of events • Little information about the context

  12. Anecdotal Observation A brief account of what occurred - a snapshot. Short and focused on a specific incident or period of time.

  13. Advantages of Anecdotal Observation • Less time consuming • Focuses on one specific behaviour • No special training is required • Describes an incident and can be cumulative if collected over a period of time

  14. Disadvantages of Anecdotal Observation • Can be dependent on memory if it is written after the incident • Too specific and may overlook important behaviours

  15. Sampling Time sampling – record of the frequency of a behaviour over time Event sampling – the observer waits for and records a specific preselected behaviour

  16. Advantages of Sampling • Can record data on many children at once • Very quick • Provides information about the frequency/nature of behaviours at key times in the day

  17. Disadvantages of Sampling • Doesn’t always give the wider context only information of the moment in time • Does not have as much detail as a narrative or anecdotal record.

  18. Task From the following scenarios identify what you want to find out and select the most appropriate method of observing. Discuss how the information gathered could be used to develop your practice. • You are observing a class being taught by a skilled experienced teacher. • You are observing a classroom which contains a very challenging child in terms of behaviour. • A group of your children are not making progress. The support staff are going to be working with them in the observed lesson.

  19. Task During the following videos consider: • The most appropriate form of observation • Effective learning within the lesson and how this has been enabled • Any negatives in terms of pupils and teaching After viewing consider: • How key points from the lessons could be used to inform your teaching

  20. How does Observation link to Teachers Standards 1 Set high expectations which inspire, motivate and challenge pupils 2 Promote good progress and outcomes by pupils 3 Demonstrate good subject and curriculum knowledge 4 Plan and teach well structured lessons 5 Adapt teaching to respond to the strengths and needs of all pupils 6 Make accurate and productive use of assessment 7 Manage behaviour effectively to ensure a good and safe learning environment 8 Fulfil wider professional responsibilities

  21. Session Outcomes Has the following been achieved in the training session? Your understanding of effective learning Your understanding of the skills of observation and feedback, distinguishing between seeing and observing Your ability to evaluate the different approaches to observations

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