Rent 9780130618979 | Observation Skills for Effective Teaching

Summary Table of Contents

For courses in student teaching or general methods. The author presents observation skills according to eight areas related to positive outcomes in learners which include: learning climate, classroom management, lesson clarity, instructional variety, task orientation, student engagement, student success, and higher thought processes. Observation skills are combined with patterns of effective teaching practice for each of the eight areas to help students observe what happens in the classroom and use what is learned to improve their own teaching. This book can be used as a companion volume to Borich's Effective Teaching Methods, fourth edition, as a stand-alone text for an observation course taken before or during a methods course, and as a resource during student teaching.

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Why Observe?

(8)

Goal 1: To Achieve Empathy

(1)

Goal 2: To Establish Cooperative Relationships

(1)

Goal 3: To Become Realistic

(1)

Goal 4: To Establish Direction

(1)

Goal 5: To Attain Confidence

(1)

Goal 6: To Express Enthusiasm

(1)

Goal 7: To Become Flexible

(1)

Goal 8: To Become Self-Reliant

(1)

A Beginning Thought

(1)

For More Information

(2)

Lenses for Observing

(14)

What Real Classrooms Are Like

(2)

Rapidity

(1)

Immediacy

(1)

Interruption

(1)

Social Dynamics

(1)

Becoming Aware of Classroom Behavior: Lenses for Self-Improvement

(2)

To Become Aware of Your Own Behavior

(1)

To Discover Alternative Instructional Practices and New Solutions to Instructional Problems

(1)

To Determine Your Personal Teaching Strengths

(1)

To Focus Your Reflections on Important Areas of Teacher Effectiveness

(1)

Eight Areas, or Lenses, to Focus Classroom Observation

(2)

Area 1: Consider the Learning Climate

(1)

Area 2: Focus on Classroom Management

(1)

Area 3: Look for Lesson Clarity

(1)

Area 4: Verify Variety

(1)

Area 5: Observe Task Orientation

(1)

Area 6: Examine Engagement

(1)

Area 7: Measure Student Success

(1)

Area 8: Look for Higher Thought Processes and Performance Outcomes

(1)

Challenges to Observing in Classrooms

(1)

Sources of Influence on Observations from Outside Ourselves

(2)

Student Ability and Achievement

(1)

Classroom Characteristics

(1)

Participatory and Cooperative Student Behavior

(1)

Experience and Education of the Teacher

(1)

School, Grade, and Subject Matter

(1)

Individual and Cultural Diversity

(1)

Sources of Influence on Observations from Within Ourselves

(1)

Your Own Experiences in School

(1)

Recent Influences and Training

(1)

Who May Be Watching; Who May Find Out

(1)

Choosing a Useful Lens: The Need to Structure Observations

(1)

For More Information

(2)

Making Classroom Visits

(18)

A Classroom Dialogue

(2)

Reactions from Observing Ms. Koker's Classroom

(1)

Observing the Learning Climate

(1)

Observing Classroom Management

(1)

Observing Lesson Clarity

(1)

Observing Instructional Variety

(1)

Observing the Teacher's Task Orientation

(1)

Observing Students' Engagement in the Learning Process

(1)

Observing Student Success

(1)

Observing Higher Thought Processes and Performance Outcomes

(1)

Preparing to Observe in Real Classrooms

(1)

Activities Before the Observation

(2)

Whom to Observe

(1)

Introducing Yourself

(1)

Identifying Your Goals for the Observation

(1)

Finding Out the Day's Lesson

(1)

Finding Out About the Students

(1)

How to Be Introduced

(1)

Where to Sit

(1)

Activities During the Observation

(1)

Activities After the Observation

(1)

Activities

(6)

``Seeing'' Beyond Personal Experiences and Expectations: Learning to Observe Systematically

(22)

Why Observe Systematically?

(1)

Methods for Observing and Recording

(15)

Method 1: Narrative Reports

(6)

Method 2: Rating Scales

(4)

Method 3: Classroom Coding Systems

(4)

Activities

(5)

Considering the Learning Climate

(30)

Dimensions of Learning Climate

(1)

Teacher Concerns

(6)

A Teacher Concerns Instrument

(1)

Observing Teacher Concerns in the Classroom

(3)

Warmth and Control

(3)

Dimensions of Warmth and Control

(1)

Behavioral Signs of Warmth and Control

(1)

Social Environment

(5)

Dimensions of Social Environment

(2)

Observing the Social Environment of the Classroom

(1)

Cultural Diversity and the Learning Climate

(1)

For More Information

(1)

Activities

(13)

Focusing on Classroom Management

(28)

Dimensions of Classroom Management

(1)

Practice Observing Classroom Management: A Dialogue

(2)

Reactions to the Dialogue

(15)

Arranging the Classroom to Meet Instructional Goals

(2)

Observing the Classroom Arrangement

100

(1)

Preestablishing and Communicating Classroom Rules

101

(2)

Observing Classroom Rules

103

(1)

Developing and Communicating Instructional Routines

103

(2)

Observing Instructional Routines

105

(1)

Establishing a System of Incentives and Consequences

106

(2)

Observing Incentives and Consequences

108

(1)

Using Low-Profile Classroom Management

109

(2)

Observing Low-Profile Classroom Management

111

(1)

Cultural Diversity and Classroom Management

112

(1)

For More Information

113

(1)

Activities

113

(8)

Looking for Lesson Clarity

121

(28)

Dimensions of Lesson Clarity

122

(13)

Informing Learners of Lesson Objectives

123

(1)

Observing Lesson Objectives

124

(1)

Providing Advance Organizers

124

(1)

Observing Advance Organizers

125

(1)

Connecting Task-Relevant Prior Knowledge to New Topics

126

(1)

Observing Connections Between Task-Relevant Prior Knowledge and New Topics

127

(1)

Giving Directives Clearly

127

(1)

Observing Clarity of Directives

128

(1)

Knowing Students' Previous Performance Levels and Teaching to Them

129

(2)

Observing Level of Instruction

131

(1)

Using Examples, Illustrations, and Demonstrations

132

(1)

Observing Use of Examples, Illustrations, and Demonstrations

133

(1)

Reviewing and Summarizing

133

(1)

Observing Review and Summary Techniques

134

(1)

Cultural Diversity and Lesson Clarity

134

(1)

Practice Observing Lesson Clarity: A Dialogue

135

(3)

Reactions to the Dialogue

138

(3)

Activities

141

(8)

Verifying Instructional Variety

149

(32)

Dimensions of Instructional Variety

150

(1)

Practice Observing Instructional Variety: A Dialogue

150

(3)

Reactions to the Dialogue

153

(16)

Using Attention-Gaining Devices

153

(1)

Observing Attention-Gaining Devices

154

(1)

Showing Enthusiasm and Animation

154

(1)

Observing Enthusiasm and Animation

155

(1)

Variation in Instructional Activities and Media

156

(1)

Observing the Variation in Instructional Activities and Media

156

(4)

Mixing Rewards and Reinforcers

160

(1)

Observing the Use of Rewards and Reinforcers

161

(1)

Varying Types of Questions and Probes

161

(2)

Observing Types of Questions and Probes

163

(2)

Using Student Ideas

165

(2)

Observing the Use of Student Ideas

167

(1)

Cultural Diversity and Instructional Variety

167

(2)

For More Information

169

(1)

Activities

169

(2)

ERIC Digests and Internet Resources for Enhancing Instructional Variety

171

(10)

Observing Task Orientation

181

(28)

Dimensions of Task Orientation

182

(1)

Practice Observing Task Orientation: A Dialogue

182

(3)

Reactions to the Dialogue

185

(16)

Preparing Unit and Lesson Plans That Reflect the Curriculum

185

(1)

Observing How Unit and Lesson Plans Reflect the Curriculum

186

(1)

Performing Administrative and Clerical Tasks Efficiently

187

(2)

Observing Administrative and Clerical Tasks

189

(1)

Preventing and Correcting Misbehavior

190

(1)

Observing the Prevention and Correction of Misbehavior

191

(2)

Selecting the Most Appropriate Strategy for the Objectives Taught

193

(3)

Observing the Most Appropriate Strategy for the Objectives Taught

196

(1)

Establishing Cycles of Review, Feedback, and Testing

197

(1)

Observing Cycles of Review, Feedback, and Testing

198

(1)

Cultural Diversity and Task Orientation

199

(2)

Activities

201

(8)

Examining Engagement in the Learning Process

209

(24)

Dimensions of Student Engagement in the Learning Process

211

(1)

Practice Observing Student Engagement in the Learning Process: A Dialogue

211

(2)

Reactions to the Dialogue

213

(14)

Eliciting Desired Behavior

213

(2)

Observing Eliciting Activities

215

(1)

Providing Feedback in a Noncritical Atmosphere

215

(2)

Observing Feedback

217

(1)

Using Individual and Self-Regulated Learning Activities

217

(1)

Observing Individual and Self-Regulated Learning Activities

218

(1)

Using Meaningful Verbal Praise

218

(2)

Observing Meaningful Verbal Praise

220

(1)

Monitoring and Checking

221

(2)

Observing Monitoring and Checking

223

(2)

Cultural Diversity and Student Engagement

225

(2)

Activities

227

(6)

Measuring Student Success

233

(28)

Dimensions of Student Success

234

(1)

Practice Observing Student Success: A Dialogue

235

(2)

Reactions to the Dialogue

237

(16)

Planning Unit and Lesson Content That Reflects Prior Learning

237

(2)

Observing Unit and Lesson Content That Reflects Prior Learning

239

(1)

Providing Mediated Feedback to Extend and Enhance Learning

240

(3)

Observing Mediated Feedback to Extend and Enhance Learning

243

(2)

Planning Units and Lessons at, or Slightly Above, Students' Current Level of Understanding

245

(1)

Observing Instruction at, or Slightly Above, the Learners' Current Level of Understanding

246

(1)

Transitions Between Lesson Content

247

(2)

Observing Transitions Between Lesson Content

249

(1)

Establishing Momentum That Engages Learners in the Learning Process

249

(1)

Observing Momentum

250

(1)

Cultural Diversity and Student Success

251

(2)

Activities

253

(8)

Looking for Higher Thought Processes and Performance Outcomes

261

(24)

Dimensions of Higher Thought Processes and Performance Outcomes

262

(1)

Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue

262

(3)

Reactions to the Dialogue

265

(12)

Using Collaborative and Group Activities

265

(2)

Observing Collaborative and Group Activities

267

(1)

Demonstrating Mental Models and Strategies for Learning

267

(2)

Observing Mental Models and Strategies for Learning

269

(1)

Arranging for Student Projects and Demonstrations

269

(1)

Observing Student Projects and Demonstrations

270

(1)

Engaging Students in Oral Performance

270

(1)

Observing Students in Oral Performance

271

(1)

Providing Opportunities for Students to Learn from Their Mistakes

271

(1)

Observing Consequential Learning Activities

272

(1)

Using Portfolios and Performance Assessments of Learning

273

(2)

Observing Portfolios and Performance Assessments

275

(1)

Cultural Diversity and Performance Outcomes

275

(2)

For More Information

277

(1)

Activities

277

(8)

Appendix: How to Determine Percentage of Observer Agreement for a Counting Observation System

285

(2)

Glossary of Key Concepts

287

(4)

References

291

(8)

Author Index

299

(3)

Subject Index

302

(2)

Instrument Index

304

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Observation Skills for Effective Teaching

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