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Observation Skills for Effective Teaching

by: Borich, Gary D.

Observation Skills for Effective Teaching

by: Borich, Gary D.

ISBN 13:
9780137039722
ISBN 10:
0137039727
Edition: 6th
Format: Paperback
Copyright: 01/28/2010
Publisher: Pearson

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Observation Skills for Effective Teaching > ISBN13: 9780137039722

Summary

The sixth edition ofObservation Skills for Effective Teachingfocuses on observing others and incorporating the right tools, knowledge, and skills into your own practice - key principal means by which you can become an effective and professional teacher. Using this text, you will learn to observe in the following eight areas: learning climate, classroom management, lesson clarity, instructional variety, task orientation, student engagement, student success, and higher thought processes. These eight areas have been found by researchers to be related to desirable cognitive, social, and emotional outcomes in learners. This book will also teach you how to decide what to observe, how to effectively and efficiently observe in the classroom, and how to apply what you have learned through observation to grow as a reflective teacher. In addition, the book provides methodological concepts, observation instruments, and dialogues designed to help you see and practice research-based patterns of effective teaching. General Methods K-8 and Student Teaching

Author Biography

Gary Borich grew up on the south side of Chicago, where he attended Mendel High School and later taught in the public school system of Niles, Illinois. He received his doctoral degree from Indiana University, where he was director of evaluation at the Institute for Child Study. Dr. Borich is professor of Educational Psychology and a Cissy McDaniel Parker Endowed Fellow in the College of Education at the University of Texas at Austin and past member of the Board of Examiners of the National Council for the Accreditation of Teacher Education. Dr. Borich’s other books include Effective Teaching Methods, Seventh Edition; Educational Assessment for the Elementary and Middle School Classroom, Second Edition (with M. Tombari); Clearly Outstanding: Making Each Day Count in Your Classroom; Becoming a Teacher: An Inquiring Dialogue for the Beginning Teacher; Educational Psychology: A Contemporary Approach, Second Edition (with M. Tombari); Educational Testing and Measurement, Ninth Edition (with T. Kubiszyn); and The Appraisal of Teaching: Concepts and Process; and Teacher Behavior and Pupil Self Concept. Dr. Borich lives in Austin, Texas, with his wife, Kathy, and children, Brandy and Damon.

1. Why Observe?

Goal 1: To Achieve Empathy

Goal 2: To Establish Cooperative Relationships

Goal 3: To Become Realistic

Goal 4: To Establish Direction

Goal 5: To Attain Confidence

Goal 6: To Express Enthusiasm

Goal 7: To Become Flexible

Goal 8: To Become Self-Reliant

A Beginning Thought

For More Information

Key Terms

Activities

2. Lenses for Observing

What Real Classrooms Are Like

Rapid Pace of Classrooms

Immediacy of Classrooms

Interruptions in Classrooms

Social Dynamics of Classrooms

Becoming Aware of Classroom Behavior: Lenses for Self-Improvement

To Become Aware of Your Own Behavior

To Discover Alternative Instructional Practices and New Solutions to Instructional Problems

To Determine Your Personal Teaching Strengths

To Focus Your Reflections on Important Areas of Teacher Effectiveness

Eight Lenses for Classroom Observation

Lens 1: Consider the Learning Climate

Lens 2: Focus on Classroom Management

Lens 3: Look for Lesson Clarity

Lens 4: Verify Variety

Lens 5: Observe Task Orientation

Lens 6: Examine Engagement

Lens 7: Measure Student Success

Lens 8: Look for Higher Thought Processes and Performance Outcomes

Challenges to Observing in Classrooms

Sources of Influence on Observations from Outside Ourselves

Student Ability and Achievement

Classroom Characteristics

Participatory and Cooperative Student Behavior

Experience and Education of the Teacher

School, Grade, and Subject Matter

Individual and Cultural Diversity

Sources of Influence on Observations from Within Ourselves

Your Own Experiences in School

Recent Influences and Training

Who May Be Watching; Who May Find Out

Choosing a Useful Lens: The Need to Structure Observations

For More Information

Key Terms

Activities

3. Making Classroom Visits

A Classroom Dialogue

Reactions from Observing Ms. Koker’s Classroom

Observing the Learning Climate

Observing Classroom Management

Observing Lesson Clarity

Observing Instructional Variety

Observing the Teacher’s Task Orientation

Observing Students’ Engagement in the Learning Process

Observing Student Success

Observing Higher Thought Processes and Performance Out-comes

Preparing to Observe in Real Classrooms

Activities Before the Observation

Activities During the Observation

Activities After the Observation

For More Information

Key Terms

Activities

4. “Seeing” Beyond Personal Experiences and Expectations: Learning to Observe Systematically

Why Observe Systematically?

Methods for Observing and Recording

Method 1: Narrative Reports

Method 2: Rating Scales

Method 3: Classroom Coding Systems

For More Information

Key Terms

Activities

5. Considering the Learning Climate

Dimensions of Learning Climate

Teacher Concerns

A Teacher Concerns Instrument

Observing Teacher Concerns in the Classroom

Warmth and Control

Dimensions of Warmth and Control

Behavioral Signs of Warmth and Control

Social Environment

Dimensions of Social Environment

Observing the Social Environment of the Classroom

Cultural Diversity and the Learning Climate

For More Information

Key Term

Activities

6. Focusing on Classroom Management

Dimensions of Classroom Management

Practice Observing Classroom Management: A Dialogue

Time to Reflect

Arranging the Classroom to Meet Instructional Goals

Observing the Classroom Arrangement

Preestablishing and Communicating Classroom Rules

Observing Classroom Rules

Developing and Communicating Instructional Routines

Observing Instructional Routines

Establishing a System of Incentives and Consequences

Observing Incentives and Consequences

Using Low-Profile Classroom Management

Observing Low-Profile Classroom Management

Cultural Diversity and Classroom Management

For More Information

Key Terms

Activities

7. Looking for Lesson Clarity

Dimensions of Lesson Clarity

Informing Learners of Lesson Objectives

Observing Lesson Objectives

Providing Advance Organizers

Observing Advance Organizers

Checking for Lesson-Relevant Prior Knowledge and Reteaching, if Necessary

Observing Lesson-Relevant Prior Knowledge and Reteaching

Teaching to Students’ Current Level of Understanding

Observing Level of Instruction

Giving Directives Clearly

Observing Clarity of Directives

Using Examples, Illustrations, and Demonstrations

Observing Use of Examples, Illustrations, and Demonstrations

Reviewing and Summarizing

Observing Review and Summary Techniques

Cultural Diversity and Lesson Clarity

Practice Observing Lesson Clarity: A Dialogue

Time to Reflect

For More Information

Key Terms

Activities

8. Verifying Instructional Variety

Dimensions of Instructional Variety

Practice Observing Instructional Variety: A Dialogue

Time to Reflect

Using Attention-Gaining Devices

Observing Attention-Gaining Devices

Showing Enthusiasm and Animation

Observing Enthusiasm and Animation

Varying Instructional Activities and Media

Observing the Variation in Instructional Activities and Media

Varying Rewards and Reinforcement

Observing the Use of Rewards and Reinforcement

Varying Types of Questions and Probes

Observing Types of Questions and Probes

Using Student Ideas

Observing the Use of Student Ideas

Cultural Diversity and Instructional Variety

For More Information

Key Terms

Activities

9. Observing Task Orientation

Dimensions of Task Orientation

Practice Observing Task Orientation: A Dialogue

Time to Reflect

Preparing Unit and Lesson Plans That Reflect the Curriculum

Observing Whether Unit and Lesson Plans Reflect the Curriculum

Performing Administrative and Clerical Tasks Efficiently

Observing Administrative and Clerical Tasks

Preventing and Correcting Misbehavior

Observing the Prevention and Correction of Misbehavior

Selecting the Most Appropriate Instructional Strategy for the Objectives Taught

Observing the Most Appropriate Instructional Strategy for the Objectives Taught

Establishing Cycles of Review, Feedback, and Testing

Observing Cycles of Review, Feedback, and Testing

Cultural Diversity and Task Orientation

For More Information

Key Terms

Activities

10. Examining Engagement in the Learning Process

Dimensions of Student Engagement in the Learning Process

Practice Observing Student Engagement in the Learning Process: A Dialogue

Time to Reflect

Eliciting the Desired Behavior

Observing Eliciting Activities

Providing Feedback and Correctives in a Noncritical Atmosphere

Observing Feedback and Correctives

Using Individual and Self-Regulated Learning Activities

Observing Differentiated and Self-Regulated Learning Activities

Using Meaningful Verbal Praise

Observing Meaningful Verbal Praise

Monitoring and Checking

Observing Monitoring and Checking

Cultural Diversity and Student Engagement

For More Information

Key Terms

Activities

11. Measuring Student Success

Dimensions of Student Success

Practice Observing Student Success: A Dialogue

Time to Reflect 225

Planning Unit and Lesson Content That Reflects Prior Learning

Observing Unit and Lesson Content That Reflects Prior Learning

Providing Mediated Feedback to Extend and Enhance Learning

Observing Mediated Feedback to Extend and Enhance Learning

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

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

Making Transitions Between Lesson Content

Observing Transitions Between Lesson Content

Establishing Momentum That Engages Learners in the Learning Process

Observing Momentum

Cultural Diversity and Student Success

For More Information

Key Terms

Activities

12. Looking for Higher Thought Processes and Performance Outcomes

Dimensions of Higher Thought Processes and Performance Outcomes

Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue

Time to Think

Using Collaborative and Group Activities

Observing Collaborative and Group Activities

Demonstrating Mental Models and Strategies for Learning

Observing Mental Models and Strategies for Learning

Arranging for Student Projects and Demonstrations

Observing Student Projects and Demonstrations

Engaging Students in Oral Performance

Observing Students in Oral Performance

Providing Opportunities for Students to Learn from Their Mistakes

Observing Consequential Learning Activities

Using Portfolios and Performance Assessments of Learning

Observing Portfolios and Performance Assessments

Cultural Diversity and Performance Outcomes

For More Information

Key Terms

Activities

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

GLOSSARY

REFERENCES

NAME INDEX

SUBJECT INDEX

INSTRUMENT INDEX

Supplemental Materials

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