Accessibility. Observing is often a delight, sometimes a challenge, and sometimes a surprise. 1995. In 1995 Waxman, Huang, and Padrón provided schoolwide feedback to middle school teachers that compared their school profile on classroom instructional behaviors to an overall districtwide average of these same behaviors. Hart examined the relationship between teacher–students interaction and mathematics achievement by race and sex. Description of instructional processes. Effective feedback meets the following criteria: In-person/Traditional Instructional Setting. In Handbook of Research on Teaching, 3rd edition, ed. What specific language is the educator using with students, i.e., asset-based language which focuses on student strengths and offers support, or deficit-based language which focuses on student weaknesses and draws attention to challenges? "The Effects of Instructing Teachers about Good Teaching on the Mathematics Achievement of Fourth-Grade Students." Some of the new directions for classroom observation research include the following: (1) combining both qualitative and quantitative methods in observation systems; (2) developing observation instruments that are based on "standards" of pedagogy; (3) using student-centered observation instruments that allow for comparisons between groups of students within the class; and (4) using instruments that assess authentic, interactive instructional practices that have been found to relate to student gains on higher-level cognitive outcomes. An observer is able to focus on classroom activities and watch as the teacher engages all types of students. Research shows that when done well, peer observation, including feedback and reflection, has a high impact on improving professional practice and can be an important part of a Waxman, Huang, and Padrón observed ninety sixth-grade and eighth-grade classrooms from sixteen inner-city middle level schools and found similar results to those of Sirotnik. In Effective Teaching: Current Research, ed. endobj How is the educator communicating with students? Jere Brophy and Tom Good's 1974 review of the research found that consistent sex-related differences exist in the classroom in teachers' interaction patterns. You can watch discussions with experienced academic managers talking about their views on observation and feedback and share your opinions about this. This page is for faculty who observe others’ courses, faculty whose courses are observed, and administrators hoping to develop or revise a peer observation process for faculty in their departments. "Classroom Instruction Differences by Level of Technology Use in Middle School Mathematics." In those studies, teachers were presented with individual feedback regarding their classroom instruction and then were found to change their behavior in desirable ways. Save any observation documentation and your notes in a secure place so that you’ll have a record of the experience for future reference. They further argue that the selection of events or behaviors may not be clear to anyone except the observer or instrument developer. Improvement of teaching practices. Created: Jun 12, 2013. In other words, classroom observation research has not dealt with the theoretical assumptions of why a particular style of teaching or set of instructional variables influences student learning. Will observers be administrators such as chairs or program directors, senior faculty, or teachers at all levels who are paired to observe one another's courses? Electronic access to Danielson’s Framework for Teaching and Dr. Marzano’s Art and Science of Teaching Observation and Feedback Protocol can only be found on iObservation, helping districts use data that connect effective classroom instruction and leadership practices to student learning gains. They found that there was no integration (i.e., use) of computer technology in the elementary school classrooms, and that students were observed working with computers only 2 percent of class time in middle school classrooms. Key considerations when observing virtual teaching. Berkeley, CA: McCutchan. "Revisiting Classroom Research: A Cautionary Tale." The majority of which are shared regardless of the instruction setting, with a few nuances to maximize effectiveness in remote/virtual settings. capability and develop a shared understanding of effective classroom practice. %PDF-1.5 Waxman and Huang (1997), for example, observed more than 700 students from four effective and four ineffective urban elementary schools that served predominantly African-American students and found that significantly more students from the effective schools were observed working in an individualized setting, interacting with their teacher, and working on written assignments. Courses Courses home For prospective teachers For teachers For schools For partners. Engage in pre-observation communication with the educator to ensure shared understandings and expectations for the lesson to be observed, e.g., what student engagement looks like. "Classroom Process Differences in Inner-City Elementary Schools." Many of the reviews and summaries of the classroom observation research, such as that of Herb Walberg (1991, 1995), have consistently found that a number of classroom behaviors significantly relate to students' academic achievement. Content is structured around mindsets, qualities, and skills (adaptive and technical). *O�a��V����-ek"�1�x��b�j�Z�C���WN 6j��C�l�R|����0`��$p�"R�TzM�6��H ncV����/�C�j�x�>��=���1`�@� ���5���Z����YO����� !l�%���k(t)T���ʛ���R��|NHTZZ�H�x��h���tx�d��[3U9!�S��'���)"^��'�,. Needham Heights, MA: Allyn and Bacon. Nate Gage and Margaret Needels and others, for example, have refuted many of these criticisms and have provided several examples of how observation research has contributed to instructional theories. International House Trust and International House World Organisation are not associated with or connected to International House-New York and the residential and programmatic services provided by International-House New York. The previously mentioned criticisms and limitations, however, do not necessarily detract from the value and utility of the observational method. When the instructor has agency, she will be more open to feedback and more likely to try out the strategies you suggest. How can we shift teachers’ perceptions of observation from a single event to an inherent part of the life of your school? Decide who will observe courses. There is growing evidence that feedback from systematic observations can be used to improve teaching. Is the educator providing a clear structure to the students? "Classroom Observations of Effective Teaching." WAXMAN, HERSH C.; HUANG, SHWU-YONG L.; ANDERSON, LASELLES; and WEINSTEIN, THOMAS. Observation and feedback is a process that is vitally important to the educational environment, whether in TESOL (Teaching English to Speakers of other Languages) or mainstream education, and it is essential that there is a symbiotic relationship between the two. WAXMAN, HERSH C., and HUANG, SHWU-YONG L. 1999. Some of the more commonly used observation instruments are the Brophy-Good Dyadic Interaction System, Stallings Observation System, and the Classroom Observation Schedule. Unfortunately, several school districts and state departments of education have misused observational research and translated findings into specific rules or standards that they have used in developing evaluation instruments. "Process-Product Research on Teaching? We hope this course will be all of those things for you as well, and support you in your own development as an effective observer. The National Institute for Excellence in Teaching (NIET) offers a tool to describe what key instructional indicators look like and sound like when planning and delivering virtual learning (both asynchronous and synchronous.) Rather, the observational feedback was intended to be used as a guide for teachers with which they and their colleagues could reflect about their practices on their own and decide what action to take. All these studies have found that teachers can improve their classroom instruction given appropriate feedback and suggestions for improvement. About this resource. Licensing | About CDE | State Board | Offices | Staff Directory | News | Careers. Sociology of Education 60:181–199. Terms of Use, Classroom Questions - Types Of Questions, Feedback, Effective Questioning Practices, Classroom Management - Creating a Learning Environment, Setting Expectations, Motivational Climate, Maintaining a Learning Environment, When Problems Occur, Education Encyclopedia - StateUniversity.com, Education Encyclopedia: Classroom Management - Creating a Learning Environment to Association for Science Education (ASE), operational definitions of all the observed behaviors, a method to process and analyze data (Stallings and Mohlman, pp. Gallaudet University provides recommended areas to evaluate when observing online teaching, including best practices. endobj Top Tips and a phrase bank for providing effective feedback after observations. Additional considerations for completing observations in remote/virtual settings: The following offers considerations and highlights of effective feedback practices within in-person/traditional instructional settings and within remote/virtual instructional settings. There have also been several criticisms and cautions related to the use of structured observation techniques, according to Sara Delamont and David Hamilton. 1980. Theoretical and epistemological criticisms. Although many systems report inter-rater agreement or observer accuracy, they do not specify the reliability as it pertains to stability of teacher behavior or on the internal consistency of the scale. GOOD, TOM L., and BROPHY, JERE E. 2000. stream It also allows teachers to build their capability in giving and receiving feedback. HUANG, SHWU-YONG L., and WAXMAN, HERSH C. 1996. Consequently, one of the most important purposes of systematic classroom observation is to improve teachers' classroom instruction. Generally, the data that is collected from this procedure focuses on the frequency with which specific behaviors or types of behavior occurred in the classroom and measures their duration. New York: Macmillan. Teachers in such a state of "imbalance" are motivated to do something about their behavior in order to restore themselves to a balanced condition. DELAMONT, SARA, and HAMILTON, DAVID. "Essence and Accident in Process-Product Research on Teaching." In other words, it appears that patterns of teacher–student interaction may not only be influenced by the sex of the student, but also by the ethnicity of the student. They also found that teachers have more behavioral, procedural, and academic interactions with boys than girls. Some of the major strengths of using classroom observation allow educators to do the following: (1) permit researchers to study the processes of education in naturalistic settings; (2) provide more detailed and precise evidence than other data sources; and (3) stimulate change and verify that the change occurred. Furthermore, these observational systems make it difficult to record complex instructional behaviors. Moreover, it can honor the professionalism and dedication with which educators are meeting the current challenges. 5 0 obj This feedback is intended to create an "imbalance" in teachers' perceptions of their own behaviors. Multiple measures or indicators of instruction are needed to help capture a more comprehensive picture of what goes on in classrooms. Most of these concerns address the issue of what the appropriate level of analysis (e.g., student, the class, or students within class) should be used when analyzing the observation data. There are a number of methodological concerns that similarly need to be addressed. New York: Random House. There have been many studies, for example, that have found gender imbalances in teachers' interaction patterns in the classroom. "Allocated Academic Learning Time Revisited, or Beyond Time on Task." %%EOF In these schools, inspectors found that classroom observation is used to enable teachers to share ideas and to support them in developing the way they teach. endstream Padrón, Waxman, and Huang observed student behavior differences between resilient (i.e., successful) and nonresilient (i.e., less successful) elementary school students from low socioeconomic backgrounds.
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