Rent 9780138603960 | Observation Skills for Effective Teaching | Borich, Gary D.; Martin, Debra Bayles @knetbooks.com

Summary Table of Contents

This practical text provides competencies that prepare pre-service teachers, student teachers, and first year teachers for classroom observation. 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?

(6)

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 Release Enthusiasm

(1)

Goal 7: To Become Flexible

(1)

Goal 8: To Become Self-Reliant

(1)

A Beginning Thought

(1)

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

(3)

To Become Aware of Your Own Behavior

(1)

To Discover Alternative Instructional Practices and Explore 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

(1)

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

(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 Teacher's Task Orientation

(1)

Observing Student's 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

(26)

Why Observe Systematically?

(1)

Methods for Observing and Recording

(19)

Method 1: Narrative Reports

(6)

Method 2: Rating Scales

(4)

Method 3: Classroom Coding Systems

(9)

Activities

(4)

Considering The Learning Climate

(28)

Dimensions of Learning Climate

(1)

Teacher Concerns

(3)

A Teacher Concerns Instrument

(2)

Observing Teacher Concerns in the Classroom

(2)

Warmth and Control

(3)

Dimensions of Warmth and Control

(1)

Behavioral Signs of Warmth and Control

(1)

Social Environment

(4)

Dimensions of Social Environment

(2)

Observing the Social Environment of the Classroom

(1)

Cultural Diversity and the Learning Climate

(1)

Activities

(12)

Focusing On Classroom Management

(28)

Dimensions of Classroom Management

(1)

Practice Observing Classroom Management: A Dialogue

(3)

Reactions to the Dialogue

(14)

Arranging the Classroom to Meet Instructional Goals

(2)

Observing the Classroom Arrangement

101

(1)

Preestablishing and Communicating Classroom Rules

102

(2)

Observing Classroom Rules

104

(1)

Developing and Communicating Instructional Routines

104

(2)

Observing Instructional Routines

106

(1)

Establishing a System of Incentives and Consequences

106

(3)

Observing Incentives and Consequences

109

(1)

Using Low-Profile Classroom Control

110

(2)

Observing Low-Profile Classroom Control

112

(1)

Cultural Diversity and Classroom Management

112

(1)

Activities

113

(8)

Looking For Lesson Clarity

121

(28)

Dimensions of Lesson Clarity

123

(12)

Informing Learners of Lesson Objectives

123

(2)

Observing Lesson Objectives

125

(1)

Providing Advance Organizers

125

(1)

Observing Advance Organizers

126

(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

128

(1)

Observing Clarity of Directives

129

(2)

Knowing Student's Previous Performance Levels and Teaching to Them

131

(1)

Observing Level of Instruction

132

(1)

Using Examples, Illustrations, and Demonstrations

133

(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

135

(1)

Practice Observing Lesson Clarity: A Dialogue

135

(3)

Reactions to the Dialogue

138

(2)

Activities

140

(9)

Verifying Instructional Variety

149

(30)

Dimensions of Instructional Variety

151

(1)

Practice Observing Instructional Variety: A Dialogue

151

(3)

Reactions to the Dialogue

154

(14)

Using Attention-Gaining Devices

154

(1)

Observing Attention-Gaining Devices

155

(1)

Showing Enthusiasm and Animation

155

(1)

Observing Enthusiasm and Animation

156

(1)

Variation in Instructional Activities

156

(1)

Observing the Variation in Instructional Activities

157

(3)

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

(3)

Using Student Ideas

166

(1)

Observing the Use of Student Ideas

167

(1)

Cultural Diversity and Instructional Variety

167

(1)

Activities

168

(11)

Observing Task Orientation

179

(30)

Dimensions of Task Orientation

181

(1)

Practice Observing Task Orientation: A Dialogue

181

(3)

Reactions to the Dialogue

184

(15)

Preparing Unit and Lesson Plans That Reflect the Curriculum

184

(1)

Observing How Unit and Lesson Plans Reflect the Curriculum

185

(1)

Performing Administrative and Clerical Tasks Efficiently

185

(2)

Observing Administrative and Clerical Tasks

187

(2)

Preventing and Correcting Misbehavior

189

(1)

Observing the Prevention and Correction of Misbehavior

190

(1)

Selecting the Most Appropriate Strategy for the Objectives Taught

191

(4)

Observing the Most Appropriate Strategy for the Objectives Taught

195

(1)

Establishing Cycles of Review, Feedback, and Testing

196

(1)

Observing Cycles of Review, Feedback, and Testing

197

(1)

Cultural Diversity and Task Orientation

197

(2)

Activities

199

(10)

Examining Engagement In The Learning Process

209

(26)

Dimensions of Student Engagement in the Learning Process

211

(1)

Practice Observing Student Engagement in the Learning Process: A Dialogue

211

(3)

Reactions to the Dialogue

214

(14)

Eliciting Desired Behavior

214

(2)

Observing Eliciting Activities

216

(1)

Providing Feedback in a Noncritical Atmosphere

216

(2)

Observing Feedback

218

(1)

Using Individual and Self-Regulated Learning Activities

218

(1)

Observing Individual and Self-Regulated Learning Activities

219

(1)

Using Meaningful Verbal Praise

220

(1)

Observing Meaningful Verbal Praise

221

(1)

Monitoring and Checking

222

(2)

Observing Monitoring and Checking

224

(2)

Cultural Diversity and Student Engagement

226

(2)

Activities

228

(7)

Measuring Student Success

235

(28)

Dimensions of Student Success

237

(1)

Practice Observing Student Success: A Dialogue

237

(3)

Reactions to the Dialogue

240

(16)

Planning Unit and Lesson Content That Reflects Prior Learning

240

(1)

Observing Unit and Lesson Content That Reflects Prior Learning

241

(2)

Providing Mediated Feedback to Extend and Enhance Learning

243

(2)

Observing Mediated Feedback to Extend and Enhance Learning

245

(2)

Planning Units and Lesson at, or Slightly Above, Student's Current Level of Understanding

247

(2)

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

249

(1)

Transitions Between Lesson Content

250

(2)

Observing Transitions Between Lesson Content

252

(1)

Establishing Momentum that Engages Learners in the Learning Process

252

(1)

Observing Momentum

253

(1)

Cultural Diversity and Student Success

253

(3)

Activities

256

(7)

Looking For Higher Thought Processes And Performance Outcomes

263

(24)

Dimensions of Higher Thought Processes and Performance Outcomes

265

(1)

Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue

265

(2)

Reactions to the Dialogue

267

(12)

Using Collaborative and Group Activities

267

(3)

Observing Collaborative and Group Activities

270

(1)

Demonstrating Mental Models and Strategies for Learning

270

(1)

Observing Mental Models and Strategies for Learning

271

(1)

Arranging for Student Projects and Demonstrations

271

(1)

Observing Student Projects and Demonstrations

272

(1)

Engaging Students in Oral Performance

273

(1)

Observing Students in Oral Performance

273

(1)

Providing Opportunities for Students to Learn From Their Mistake

274

(1)

Observing Consequential Learning

275

(1)

Using Performance Assessments of Learning

275

(2)

Observing Performance Assessments

277

(1)

Cultural Diversity and Performance Outcomes

277

(2)

Activities

279

(8)

Appendix A: How To Determine Percentage Of Observer Agreement For a Counting Observation System

287

(2)

Appendix B: How To Determine Percentage Of Observer Agreement For An Event Observation System

289

(2)

References

291

(6)

Author Index

297

(2)

Subject Index

299

(2)

Instrument Index

301

(2)

About The Author

303

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Observation Skills for Effective Teaching

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