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Classroom Observation (CO)

Classroom Observation (CO). Presenter: CamilaWu ShinDong Junior High School camilawu1219@gmail.com. Are you satisfied with your teaching?. How do you like your own teaching?. How do you promote your English teaching?. Brainstorming. We should not work alone.

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Classroom Observation (CO)

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  1. Classroom Observation (CO) Presenter: CamilaWu ShinDong Junior High School camilawu1219@gmail.com

  2. Are you satisfied with your teaching? • How do you like your own teaching?

  3. How do you promote your English teaching? • Brainstorming

  4. We should not work alone. • Feeling lonely in the journey of teaching….

  5. Definition of Classroom Observation • One effective mean of learning how certain teaching methods are employed in the schools, how classrooms are organized, and how students respond to the classroom environment (Reed & Bergemann, 2005, 9)

  6. Discussion • Did you ever observe colleague’s teaching? Or were you ever observed???? • Was it a positive or negative experience? Why?

  7. Discussion • What kinds of useful information about teaching could be gathered through observation?

  8. Why is “classroom observation” needed???? • It provides stimulus and ideas for ways of exploring one’s own teaching by observing other teachers and classroom in action • By having one’s own teaching/classroom observed for the purpose of continued learning and exploration

  9. Why observe????? • Provide an opportunity for the sharing of ideas and expertise, as well as a chance to discuss problems and concerns • Get feedback on one’s teaching • Develop self-awareness of one’s own teaching • A component of teacher development

  10. Are you willing being observed? • Why? Or Why not? • Brainstorming/Discussion……

  11. Would you like to observe T’s teaching? • Let’s do it now. • http://ceitl.zanestate.edu/wiki/images/0/0e/Classroom_Observation_Examples.pdf (English-T.Slater)

  12. What do you see in the video? • What questions would you like to ask the teacher? • Is there anything you feel unclear and you need more explanation?

  13. Guiding Principles for Observing-1 • Observers need to maintain a sensitive awareness of the potential for vulnerability that inevitably accompanies any observation of teaching • The presence of a visitor inevitable affects the classroom dynamics. • Observers need to realize that the samples of data brought from the classroom are inevitably limited, and that sweeping generalizations should be avoided.

  14. Guiding Principles for Observing-2 • Sometimes the task will entail some preliminary collaboration and co-operation with the teacher who is going to be observed. • It is important to share with the observed teacher any follow-up discussions about the lesson • The experience has to be meaningful, rewarding and non-threatening to all involved.

  15. General Guidelines • Observation should have a focus • Should use specific procedures • The observer should remain an observer. ( objective/ not judgmental) Ex: According to my observation notes, I would like to know if…..

  16. Suggested Procedures for CO • Arrange a pre-observation orientation session • Identify a focus for the observation • Employ appropriate procedures to suit the purpose of the observation • Carry out the observation • Arrange a post-observation session (interview)

  17. A Pre-observation Orientation Session • The nature of the class observed • The kind of material being taught • The teacher’s approach to teaching • The kinds of students in the class • Typical pattern of interaction and class participation

  18. Identify a Focus for the Observation Typical “how-to” dimensions of teaching include the following: How the teacher__________ • starts and ends a lesson • allots time within a lesson • assigns tasks to students • organizes learning groups • supervises students when they are learning • asks questions

  19. How does the teacher ask Qs? • What kind of questions does the teacher ask most often? Yes/No? Either/or? Wh-? Tag? • What is the content of the teacher’s questions? • How long does the teacher wait after asking a question to get a response?

  20. How does the teacher ask Qs? • How does the teacher give instructions? • How much time does it take? • Do students know what to do after being given the instructions?

  21. Other topics that for CO-1 • Teacher’s language use • Organization of the lesson • Time management • Main teaching activities • Ss’ performance of tasks

  22. Other topics that for CO-2 • Time on tasks • T’s Qs and Ss’ responses • Pair and group work • Classroom interaction • Classroom management • Use of the textbook

  23. 3 Ways ---Employed to Suit the Purpose of the Observation • Written Narrative- • Field Notes • checklists

  24. Written Narrative • The language use should be objective and precise • Any form of evaluation should be avoided • Advantages • disadvantages

  25. Field Notes • Brief descriptions in note form of key events that occurred throughout the lesson, including interpretations of incidents, where relevant • Advantages • disadvantages

  26. Checklists • A structured inventory listing feature of a lesson that the observer completes as he or she observes the lesson • Advantages • disadvantages

  27. Notices • The observer’s function should be limited to that of gathering information • The observer should not be involved in evaluating a teacher’s lesson • Non-evaluative observation within the context of professional development is often welcomed by teachers.

  28. During the Observation • Using the procedures that both parties have agreed on • Careful observation • Collect data—keep records

  29. During the Observation • avoid setting up negative or hostile currents in the classroom • Take every care to minimize the intrusion • Effective observation: being objective

  30. A Post-observation Session • Observers and obseree meet as soon as possible after the lesson • The observers report on the information collected during the lesson and discusses it with the observee

  31. Let’s Practice it now!!!

  32. examples of Classroom Observation • http://teach.mcsh.kh.edu.tw/sheu5711/appraise/classroom_flow.htm(Chinese) • http://ceitl.zanestate.edu/wiki/images/0/0e/Classroom_Observation_Examples.pdf (English-T.Slater)

  33. YouTube • http://www.youtube.com/watch?v=2_kCJXaVaNU (T-Chang) • http://www.youtube.com/watch?v=Ox1rdWlW1r4&feature=related(T-Wang) • http://www.youtube.com/watch?v=qTZYc704zVI&feature=related (Gept-reading T-Han)

  34. References • Ruth, Wajnryb. (1992) Classroom Observation Tasks. United Kindom: Cambridge University Press • Yueh-kuei, Hsu. (2010) Classroom Observation and Post-observation Interview given in a workshop • http://www.youtube.com/watch?v=2_kCJXaVaNU (T-Chang) • http://www.youtube.com/watch?v=Ox1rdWlW1r4&feature=related(T-Wang) • http://www.youtube.com/watch?v=qTZYc704zVI&feature=related (Gept-reading T-Han)

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