1. Observations, Conferences, Inventories and Reflections EDUC 4454 P/J Methods

2. Observation : - is a process of systematically viewing and recording student behaviour for the purpose of making programming decisions -Includes what we see what we hear what we are told

3. WHY do we observe our students? -To get to know them Talents Strengths Peer relationships Interests Personal attitude toward learning Learning needs -To modify the program as needed

4. Types of Observation : 1.Formal: Planned, systematic collection of information guided by a question. Example: How does _______ work in a group? 2.Informal: Planned or spontaneous collection of information to generate insights. Example: Walk abouts.

5. Observation is an ongoing purposeful activity. Decide in advance what to concentrate on and what to look for Decide how, when and where to observe Select the students you will observe (5 day schedule) Be sure you vary when and where you observe.

6. Tools for recording observations: -At-a-Glance Books -Tracking Sheets -Checklists to record specific observable behaviours At a Glance Date:___________ Topic____________________________ John SusanKaren ScottJaredMarta LyleDavidJanice HelenAlisonGeorge CarolJasonCameron JustinDeanConnie SamanthaDonaldJennifer EvelynThomasKevin

9. Remember: Teachers do not see students with unbiased eyes. It is only after several recorded observations can we note the emerging patterns and begin to infer and hence program effectively for our students. Video: Observing in a Child-centred Program -How do teachers observe, assess, evaluate and modify their programs? -Record any questions you have.

10. Conferencing/Interviews - Is usually a meeting between the teacher and a student to review progress in learning -Might be an informal discussion involving the student and the teacher -Has a clear focus on learning for discussion Example: Writing Conference, Portfolio Conference

11. Types of Conferences : -Student-Teacher -Roving Conferences (quick check) -Small Group -Peer Conferencing -Parent-Teacher -Student-Parent-Teacher

12. READING INTERVIEW (BURKE) 1.Listen to the interview 2.What did you learn about Frank as a learner? 3.What benefits would the tape serve?

13. READING INTERVIEW QUESTIONS (BURKE) 1.Do you like to read? Yes___ No___ 2.When you are reading and you come to something you don’t know, what do you do? -Do you ever do anything else? 3.Who is a good reader that you know? 4.Why do you think he/she is a good reader?

14. 5.Do you think that he/she ever comes to something he/she doesn’t know when he/she is reading? -(Yes) When he/she comes to something he/she doesn’t know, what do you think he/she does about it? -(No) Pretend (suppose) that he/she comes to something he/she doesn’t know, shat do you think he/she does about it? 6.If you knew someone was having difficulty reading how would you help them?

15. 7.How did you learn to read? -What did they/you do to help you learn? 8.What would you like to do better as a reader? 9.Do you think you are a good reader? Yes___ No___ Why?

16. Inventories : -To get to know student’s interests, understandings and attitudes Types of Inventories: -Interest -Attitude -Reading -Writing

17. Interest Inventory

18. Attitude Inventories

19. Interest Inventories

20. Reflective Techniques for Students Learning Log/Think Book -an ongoing, visible record made by a student of what he or she does or thinks while working on a particular task or assignment

21. KWL: -learners organize thinking into three areas Know (what is known about a concept, process or topic is listed in point form) Want to know (questions arising are listed) Learned (what is newly accomplished or learned is recorded)

22. PMI: Plus, minus, interesting -A form of evaluation, reflection or self- assessment. -A way to analyze what is learned, and an avenue for exploring new ideas. -Learners jot down what they believe to be the pluses, minuses and interesting aspects of a particular topic or learning experience.

23. Response Journals -a student’s personal record of frequently written reflective responses to material he/she is reading, viewing, listening to, or discussing

24. Reflective Techniques for Teachers: Questions Journals Gumptions Lesson Plan Reflections Critical Friends