Presentation on theme: "Classroom Observation (CO) Presenter: CamilaWu ShinDong Junior High School"— Presentation transcript:
Classroom Observation (CO) Presenter: CamilaWu ShinDong Junior High School
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. Feeling lonely in the journey of teaching….
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)
Discussion Did you ever observe colleague’s teaching? Or were you ever observed???? Was it a positive or negative experience? Why?
Discussion What kinds of useful information about teaching could be gathered through observation?
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
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
Are you willing being observed? Why? Or Why not? Brainstorming/Discussion……
Would you like to observe T’s teaching? Let’s do it now. Classroom_Observation_Examples.pdf (English-T.Slater) Classroom_Observation_Examples.pdfEnglish-T.Slater
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?
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.
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.
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…..
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)
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
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
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?
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?
Other topics that for CO-1 Teacher’s language use Organization of the lesson Time management Main teaching activities Ss’ performance of tasks
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
3 Ways ---Employed to Suit the Purpose of the Observation Written Narrative- Field Notes checklists
Written Narrative The language use should be objective and precise Any form of evaluation should be avoided Advantages disadvantages
Field Notes Brief descriptions in note form of key events that occurred throughout the lesson, including interpretations of incidents, where relevant Advantages disadvantages
Checklists A structured inventory listing feature of a lesson that the observer completes as he or she observes the lesson Advantages disadvantages
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.
During the Observation Using the procedures that both parties have agreed on Careful observation Collect data—keep records
During the Observation avoid setting up negative or hostile currents in the classroom Take every care to minimize the intrusion Effective observation: being objective
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
Let’s Practice it now!!!
examples of Classroom Observation raise/classroom_flow.htm(Chinese) raise/classroom_flow.htm Classroom_Observation_Examples.pdf (English-T.Slater) Classroom_Observation_Examples.pdfEnglish-T.Slater
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 U (T-Chang) U &feature=related(T-Wang) &feature=related(T-Wang) &feature=related (Gept-reading T-Han) &feature=related