Observation and Feedback High Reliability Schools 1999.
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Transcript of Observation and Feedback High Reliability Schools 1999.
Observation and Feedback
High Reliability Schools
1999
Observation
Classrooms are busy, complex environmentsThey require quick and accurate decisions given incomplete information...
1. Multidimensionality 2. Simultaneity 3. Immediacy 4. Unpredictable and public classroom
climate 5. History
Why Teachers are Unaware
1. So much is happening so rapidly 2. background experiences lead
teachers to be insensitive to some issues
3. Lack of emphasis on analysis in teacher education programs
4. No feedback mechanisms in place
Examples of Classroom Problems Caused by a Lack of Teacher Awareness
1. Teacher domination 2. Lack of emphasis on meaning 3. Lack of emphasis on motivation 4. Segregation of student seating 5. Reliance on repetitive seatwork
6. Differential teacher-student
interaction 7. Allocation of time 8. Opportunity to learn 9. Lack of variety in
task structures
Observation Systems Observation systems can be both high-
inference and low-inference High-inference requires observers to infer to
make judgments about what they see and hear
Low-inference more precisely defines the behaviors to be observed and the procedures for collecting data, thus reducing the need for observer to make judgments
Observers who make qualitative or quantitative judgments about teaching-learning behaviors run the risk of jeopardizing the validity and reliability of their findings
The more inferences one makes, the greater the chances for inaccuracy and inconsistency
General Principles for Observing Classrooms
1. Focus on student response as well as teacher
2. Avoid disturbing natural class environment
3. Meet with teacher in advance to clarify expectations,
procedures, etc.
Principles of Interpretation 1. Remain nonjudgmental during data
collection 2. Screen background experiences
and particular perspectives about what is “good teaching”
3. Guard against generalizing about behavior
4. Take into account effects on students
Instruments for Observation Teaching Content Variety of Teaching
Methods Seatwork Questioning
Techniques Teacher’s Response Feedback to Correct
Answers
Feedback When Student Fails to Answer Correctly
Positive Expectations General Motivational
Strategies Attributing Success to
Causes Teacher’s Interactions
with Students Time Off Task
Teaching Content for Understanding and Application
Purpose: To assess the degree to which the teacher teaches content not just for memory but for understanding and application
Use: When you have detailed information about the curriculum, instruction, and evaluation enacted during a content unit or strand
Variety of Teaching Methods
Purpose: To see if teacher uses a variety of methods in teaching the curriculum
Use: Whenever the class is involved in curriculum-related activities
Seatwork Purpose: To see if seatwork appears
appropriate to students’ needs and interests
Use: Whenever part or all of the class is doing assigned seatwork
Questioning Techniques
Purpose: To see if teacher is following principles for good questioning practices
Use: When teacher is asking class or group questions
Teacher’s Response to Students’ Questions
Purpose: To see if teacher models commitment to learning and concern for students’ interests
Use: When a student asks the teacher a reasonable question during a discussion or question-answer period
Feedback to Correct Answers Purpose: To see if the teacher is giving
appropriate feedback to students about the adequacy of their responses
Use: In discussion and recitation situations when students are answering questions
Feedback When Student Fails to Answer Correctly
Purpose: To see if teacher is giving appropriate feedback to students about the adequacy of their responses
Use: In discussion and recitation situations when students are answering questions
Communicating Positive Expectations
Purpose: To document the frequency and nature of the teacher’s communication of positive expectations for the class as a whole
Use: At any time
General Motivational Strategies
Purpose: To assess the degree to which the teacher’s general approach to instruction supports students’ self-confidence and motivation to learn
Use: When the teacher has been observed frequently enough so that reliable information is available
Attributing Success to Causes
Purpose: To see whether the teacher’s statements support student confidence and motivation to learn
Use: Whenever teacher makes comments to explain a student’s success
Teacher’s Interactions with Students
Purpose: To collect information on the teacher’s interactions patterns by recording on a seating chart each time the teacher speaks to an individual student
Use: When teacher is interacting with the whole class
Time Off Task
Purpose: To record a sample of all students’ attending behavior or non-productive use of time during the scheduled period
Use: Any time
WALKER SCHOOL
OBSERVATION FOR TEACHER DEVELOPMENT
HIGH RELIABILITY SCHOOLS
Observation
Why observe What to observe Benefits of observation Feedback Observation Process (Clinical
Observation)
VARIETY OF TEACHING METHODS
start time A B elapsed time 9:00 2 1 4:00 9:04 1 1 8:00 9:12 6 11 5:00 9:17 2 5 2:00 9:19
Feedback
Theory
Theory gives an overview or perspective to the learner
Theory creates awareness, but gives limited basis for application
Modeling or demonstration
Modeling involves enactment of a teaching skill either through live demonstration, or through television, film, or other media
Level of impact: modeling appears to have a considerable effect on awareness and some effect on knowledge. Demonstration also increases the mastery of theory
Practice under simulated conditions Practice involves trying out a new skill or
strategy; simulated conditions are achieved by practicing either with peers or with small groups of children under circumstances which do not require management of an entire class
Level of impact: when awareness and knowledge have been achieved, practice is a very efficient way of acquiring skills and strategies
Structured feedback Structured feedback involves learning a system
for observing teaching behavior and providing an opportunity to reflect on those observations
Level of impact: taken alone, feedback can result in considerable awareness of one’s teaching behavior and knowledge about alternatives; it has reasonable power for acquisition of skills and their transfer to the classroom situation
Coaching for application If constant feedback is provided with classroom
practice, a good many, but not all, will transfer their skills into the teaching situation
For many others, however, direct coaching on how to apply the new skills and models appears to be necessary
Coaching involves helping teachers analyze the content to be taught and the approach to be taken, and making very specific plans to help the student adapt to the new teaching approach
The most effective training activities will be those that combine theory, modeling, practice, feedback, and coaching for application
CLINICAL OBSERVATION MODEL
PRE-OBSERVATION CONFERENCE
Discuss the goals and objectives of the lesson in student terms (context too)
Ask teacher to discuss what he/she would like to be observed
Ask the teacher to describe what they would like to learn about their class
Permit the teacher to change the lesson based on our discussion
Describe the entire process from pre-observation through post observation conference
Establish time for observation and post-observation
OBSERVATION
Arrive before class begins
Locate yourself outside of the students’ view but so you can see faces
Collect data not impressions
Write log notes on significant events
Don’t give opinions about the class at the end of the observation
Post-Observation Analysis
Summarize Data Examine notes on the log Refer to teacher requests Determine essential positive and limiting
elements of the class Write out suggestions for improvement
of the class
Post-Observation Conference
Ask the teacher if this class was average or if there were any special qualities to the class
Ask the teacher what were the high points of the lesson
Ask if they would change any thing
Post-Observation Conference Present data to them and ask for their analysis Add to the data analysis or offer a different
interpretation Ask if they would change anything and what
might they do differently Make suggestions or offer resources Establish follow-up meeting or observation if
appropriate
HIGH RELIABILITY SCHOOLS
The culture of most school faculties has been highly individualistic, with nearly all interaction over day-to-day operations
Without collective action, schools have difficulty addressing problems that cannot be solved by individual action
Various models for team teaching have included forms of a collegial, inquiry-oriented notion.
Coaching
The extensive use of study teams and councils to facilitate learning is recommended
Each teacher and administrator has membership in a team whose members support one another in study
Each person can have membership in a coaching team of two or three
Each team is linked to one or two others, forming a study group of no more than six members
The principal and the leaders of the study group in a school form the staff development/school improvement council of that school
A representative from each school within a district cluster serves on the District Cluster Network Committee, which coordinates staff development efforts between schools and the district and works directly with the director of staff development
The coaching teams and study groups are the building blocks of the system
Team members support one another as they study academic content and teaching skills and strategies
Transfer...
Transfer refers to the effect of learning one kind of material or skill, or the ability to learn something new
Teaching, by its nature, requires continuous adaptation; it demands new learning in order to solve the problems of each moment and situation
Horizontal transfer refers to the conditions in which a skill can be shifted directly from the training situation in order to solve problems
Vertical transfer refers to conditions in which the new skill cannot be used to solve problems unless it is adapted to fit the conditions of the workplace
Setting up arrangements for the trainees to develop a self-help community to provide coaching is regarded as essential if transfer is to be achieved
Ideally, “coaching teams” are developed during training
Coaching involves three major functions: 1- provision of companionship 2- analysis of application 3- adaptation to the students
Provision of Companionship
The first function of coaching is to provide interchange with another adult human being over a difficult process
The coaching relationship results in the possibility of mutual reflection, the checking of perceptions, the sharing of frustrations and successes, and the informal thinking through of mutual problems
The companionship not only makes the training process technically easier, it enhances the quality of the experience
It is a lot more pleasurable to share a new thing than to do it in isolation
Analysis of Application
Among the most important things one learns during the transfer period are when to use a new model appropriately and what will be achieved by doing so
During training, the coaching teams need to spend a considerable amount of time examining curriculum materials and plans and practicing the application of the model they will be using later
Adaptation to the Students
Successful teaching requires successful student response
One of the major functions of the coach is to help “players” to “read” the responses of the students to that the right decisions are made about what skill training is needed and how to adapt the model
Successful use of a new method requires practice
One of the principle jobs of the coaching team is to help members feel good about themselves during the early trials
Beginning of the Year Checklists
Room Preparation Classroom Procedures Accountability Procedures Preparation for the Beginning of School
Subject Content Knowledge
knowledge about major concepts of the curriculum content being taught (e.g., math, history, English, art)
Action-System Knowledge
knowledge about major theoretical frameworks and concepts for motivating and managing students, communicating expectations, presenting content clearly, and responding to individual differences
Four Theoretical Frameworks for Analyzing Teaching Motivation- that which prompts, induces,
or moves students toward action; the process of initiating, sustaining, and directing activity
Management- rules, procedures, and techniques used to establish and maintain an orderly learning environment
Expectations- inferences teachers make about the future behavior or academic achievement of their students
Instruction- strategies used to present information, conduct recitation or discussion, and involve students in activities or assignments
Two Approaches for Observing Teaching
Qualitative
broad focus detailed descriptions of events analysis emphasized how events
unfolded and how they were experienced by participants
interviews with teachers and students to get their interpretations of behaviors
QAIT: Quality, Appropriateness, Incentive, and Time
Purpose: To oberve quality and instruction, appropriate level of instruction, incentive, and allocation of time
Use: When attempting to relate alterable elements of school and classroom organization to effects on student achievement
Praise and Criticism
Purpose: To observe motivational attempts of the teacher while introducing activities; and to look at whole class and individual praises and criticisms
Use: When observation of more than one variable is desired