Workshop 2 Day 2 Classroom Observation Certification Assessor Training Program
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Workshop 2 Day 2 Classroom Observation Certification Assessor Training Program
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Workshop 2 Day 2 Classroom Observation Certification Assessor Training Program. 3 domains of teaching. Professional Practice Domain Standards 3, 4 & 5. Classroom Observation. The purpose, timing and context of an observation should largely determine its methods…. - PowerPoint PPT Presentation
Transcript of Workshop 2 Day 2 Classroom Observation Certification Assessor Training Program
Workshop 2Day 2
Classroom Observation
Certification Assessor Training Program
3 domains of teaching
Professional Practice DomainStandards 3, 4 & 5
Classroom Observation
The purpose, timing and context of an observation should largely determine its
methods…
Online Module No. 3Classroom Observation
The nature of expertise and expert performance
Pedagogical frameworksStandards
‘It is really only possible for a rater to distil and draw inferences from complex, real time data
in the context of a specific theory of instructional practice.’
DO YOU AGREE / DISAGREE?
Preparing for the classroom Drawing on what you know
Inside the classroom Using what you know
Subsequent to the classroom Reflecting on what you know now
Evidence must be directly observable. Human beings can only provide four types of directly observable evidence of abstract learning. We can do things, say things, make or write things. It is from the things people do, say, make or write that we infer learning, emotions, knowledge, understanding and learning in general.
The concepts of ordered levels of understanding are fundamental to the improvement of teachers’ professional skills. It is assumed that learning can be described and mapped as progress in the direction of qualitatively richer knowledge, higher order skills, and deeper understandings…
Classroom Observation
What do you see?What is the evidence?
• What is the teacher doing and saying?
• What are the students doing and saying?
• What is the task?
Observing and analysing the task
• What is the actual work that students are being asked to do?
• What do you have to know in order to engage with the task?
• What is the actual product of the task?• What is the distribution of performance among
students in the class on the task?• If you were a student and did the task, what would
you know how to do?
