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?

Inside the classroomFilm clips

ACT NowClassroom Observation