how to write a classroom observation coursework

What are students in the class doing? Is the purpose of the observation to help faculty improve and innovate (formative) or to make personnel decisions (summative)? Your observation narrative should be linear and written in the present tense. Observations can also provide faculty with feedback on aspects of their teaching that students are not as qualified as peers to evaluate, such as the instructor’s content expertise or their implementation of specific teaching methods. Your description should come to life through the reader's imagination, and that's one of the main points here. When done well, teaching observations build community among colleagues and encourage both the observed teacher and the observer to reflect on their teaching, helping them to continuously develop and improve their practice. How did they factor into the observation? Center for Teaching and Learning25 E. Jackson Blvd.Chicago, IL 60604(312) [email protected]. Who is in control of the classroom? For each visit, you will take field notes, collect documents, and write a 5-page reflection paper (a printed packet of these items is due in class on 2/29 and 3/21). How are they learning (by listening, by discussing, working in small groups, writing)? Bernstein (1996) offers a case study of one academic departments’ multi-year review process that has alternating periods of development and evaluation. Schedule a time to sit in on the class, explaining that you are enrolled in a composition pedagogy course and would appreciate and be grateful for the opportunity to get to experience pedagogy-in-action and that you would also be grateful for any documents (like the syllabus, an assignment sheet, the lesson plan–if there is one–etc. For example, do students know what the objective/s of the class meeting are? Provide training for observers to help ensure that the process is helpful for the observed teachers and that any data collected for summative purposes are meaningful. For praise to be meaningful, it should be deserved and specific rather than gratuitous and vague. However, experts are divided over how best to combine the formative and summative purposes of observations. Leave the right side blank until you have completed the observation and have had time to think about and read back through your observation notes. Snapshot: You will observe two writing classrooms. STEP 2: Classroom observation, suggestions for the observer What kinds of documents did you collect? Assignment Description (for each observation):  Select a writing classroom, one where you can see yourself as “teacher” in the future. Teaching Commons > Teaching Guides > Reflective Practice > Teaching Observations. What is the role of writing in the class meeting…in the course? Consider that there are multiple effective approaches to teaching, and think of the observation as an opportunity to learn from your colleague. Mager et al. Seldin, Miller, and Seldin (2010) propose that when teaching portfolios are used in summative evaluation, individuals can choose whether or not to include observation documentation in the portfolio that will be reviewed by their colleagues. Be open to alternative viewpoints. Be as detailed as possible and remain objective. Save any observation documentation and your notes in a secure place so that you’ll have a record of the experience for future reference. ), thoughtfulness (does the analysis in your reflection paper generally engage with course concepts and readings, does your reflection paper take up questions posed on the assignment page? Who is doing the talking? What are the underlying assumptions about learning and teaching writing in this one class meeting, based on your observation. What are the objective of the class, are they stated, are they transparent? Consider that there are multiple effective approaches to teaching, and think of the observation as an opportunity to examine your teaching from a new perspective. Second, lack of consensus around It’s unlikely that you and the teacher share the same assumptions about learning, use the same teaching methods, or have the same level of comfort with new technologies. ), and professionalism (does your reflection paper reflect careful revision, intentional design, and thorough editing?). Helping instructors identify their strengths is just as important as pointing out areas for improvement. Letting the teacher take the lead is particularly important when the observation is intended to be formative. Departments and programs that only use observations for summative evaluation may create discomfort and anxiety among both faculty observers and instructors. Looking for formative feedback on your teaching? Let's define it first! When the instructor has agency, she will be more open to feedback and more likely to try out the strategies you suggest. Observers must prepare to write comprehensive reports that will give assistance and guidance. For example, what are the implications of a classroom layout where all of the desks are facing forward, looking at the teacher? If so, how does the teacher convey these goals? The Center for Teaching and Learning offers confidential classroom and video observations. A community of writers and writing teachers. Pair each opportunity with possible strategies and ideas that the instructor can try that same quarter. Students, for example, are better positioned than one-time peer observers to assess fairness in grading practices and the clarity of instructor explanations and expectations. Build a pre and post observation discussion into the process. What are students in the class saying and who are they saying it to? Observations can therefore only serve as reliable sources of evidence in summative decisions if observers are well-trained and apply a consistent set of criteria. Leave the right side blank until you have completed the observation and have had time to think about and read back through your observation notes. Integrate professional development opportunities. Inviting faculty input on all of the considerations below will help ensure that the observation system addresses their expectations, concerns, and goals. Observers should be able to point instructors to university. One point of contention in the scholarship on college teaching observations is how departments and programs use the observation record, be it in the form of a rubric score or written narrative. In general, what is the outline of the course…what happens first, second, third…and why? In other words, observations would remain formative, and the individual faculty member would have the option of using the documentation for summative purposes. What were the underlying assumptions about teaching and learning (in general) in this one class meeting, based on your observation? Notes on Assessment: I will assess this assignment based on thoroughness (did you submit detailed double entry field notes, a diagram of the physical layout of the class, documents that you collected, and does your reflection paper offer an in depth analysis of this data? However, observations have their limitations and challenges. Ask the instructor what his goals and areas of concern are and use them to guide your feedback. How is this established? personneldecisions, it should be considered as just one of multiple measures. The high-stakes of summative assessment may not encourage observed teachers to seek constructive criticism for fear that it would negatively impact their chances of contract renewal, tenure, or promotion. How is this established? Put aside some time to reflect on the observation and follow-up discussion. Involve faculty. Having done this, use the right side to jot down reflections, to think about what you observed. How do students interact with the teacher? This is important for both the review itself as well as for your final report that will include information about this initial meeting. (You might find the “Questions to Consider” listed below helpful for this reflection paper.). Teaching and Learning Certificate Program, Call for Proposals: Faculty Learning Communities, Five Steps to Becoming a Better Peer Reviewer. How is this control established? If you’re looking for direction during the post-observation discussion but are not getting the constructive criticism you were hoping for, invite specific, honest feedback by asking “What’s one thing you see me doing, or failing to do, that’s getting in my own way?” (. The tool could be a rubric, a checklist of faculty and student behaviors to look for, or a list of generative questions to consider. Choose the type of observation report to write. What role(s) does the instructor/teacher play in the class? When it comes to using observation records for summative purposes--such as promotion, contract renewal, and tenure--most also agree that observations’ susceptibility to reliability issues make them a problematic measure of teaching quality. Be open to alternative viewpoints. Arrive to the classroom a bit early so that you can take a few minutes to sketch the layout of the classroom (how is the classroom designed/oriented?…what are the desks like…is there tech…where are the chalkboards/whiteboards…where is the teacher’s place based on this layout, etc.). Who is responsible for learning? what constitutes effective teaching can create a communication barrier between the observer and instructor. You may be trying to access this site from a secured browser on the server. 5-7). To write an observation essay well, you should become the reader's partner, helping them immerse themselves in the atmosphere you have experienced fully. Who is responsible for teaching? So, either on a computer (in which case you will want to ask the teacher ahead of time if it would be okay for you to take notes on a laptop during your observation) or in a notebook, make a two-sided chart. How does the teacher interact with students? On the left side, write down everything that you observe. It’s unlikely that you and the observer share the same assumptions about learning, use the same teaching methods, or have the same level of comfort with new technologies. Once you decide which feedback to act upon, create a plan for when and how you will implement the observer's suggestions. See the section below for an overview of some common stumbling blocks and possible solutions. How does the layout of the classroom impact teaching and learning? How is writing being talked about in the class? How is the class meeting structured/organized? Will the faculty who do formative observations be the same as those who do summative observations? When done well, teaching observations build community among colleagues and encourage both the observed teacher and the observer to reflect on their teaching, helping them to continuously develop and improve their practice. First, they require a significant investment of faculty and administrator time in order to be worthwhile. Write a report that evaluates the classroom lessons' organization. This page is for faculty who observe others’ courses, faculty whose courses are observed, and administrators hoping to develop or revise a peer observation process for faculty in their departments. What kinds of writing are happening in the class, who is the audience? Finally, data collected through teaching observations is frequently unreliable, and if used for ); why do students write outside of class (do they?). Work with the teacher to decide on the focus of the observation. • If you are the observer, it is a good idea to write up your notes from this briefing soon while the discussion is still fresh in your mind. Why? Please enable scripts and reload this page. Ready to develop a set of criteria to guide teaching observations in your department or program? The body of your observation paper is the meat of your observations. Decide who will observe courses. So, what’s the purpose of writing–why do students write in class (do they? There are a few documented approaches to combining formative and summative review. Balance constructive criticism with genuine, specific praise. Options include scale assessments, open-ended reports and worksheet reports of observed classrooms. What is an observation essay? Observers may not be fully honest with their feedback knowing that their comments could damage their relationship with a colleague. Don’t forget: make sure you collect any documents used for/in class that the teacher is willing to share with you and make sure that you take note of the course texts, etc.! It might be helpful to list out in writing which suggestions you do and don’t want to take. What role(s) do the student play in the class? Due: 2/29 and 3/21 (printed copies, in class). Begin at the beginning, but also make sure to tie related observations together. Can a single teaching observation serve both functions well? Be prepared to take double entry field notes. On the left side, write down everything that you observe. Be as unobtrusive as possible when visiting face-to-face classes to put both the students and the instructor at ease. Arrange your observation notes into a cohesive narrative. Will observers be administrators such as chairs or program directors, senior faculty, or teachers at all levels who are paired to observe one another's courses? that the teacher would feel comfortable sharing). Will the responsibility of observing be voluntary or mandatory? How do students interact with each other? Avoid arriving or leaving midway through the class, and refrain from participating in class discussion and group activities. Identify the purpose of the observation and decide how you will use the results. You might choose to include the documentation in your. Having done this, use the right side to jot down reflections, to think about what you observed. See the Teaching Commons guide to defining teaching effectiveness. (2014) describe how they implemented a peer mentor system with nursing faculty. Those who have studied teaching observations tend to agree that incorporating a formative aspect to the observation process is essential. Lastly, write a 5-page reflection paper where you think/write through what you observed, aiming for an analysis/discovery of writing pedagogy in action. Some believe that summative and formative observations should be completely separate processes to ensure credibility and fairness (Cavanagh, 1996), while others believe that maintaining two distinct systems is impractical and unnecessary (Chism, 2007, pp. Develop a tool to focus the observation. What are students learning? Focus your summary remarks and follow-up discussion on only one or two areas for improvement. What kinds of technology are in the classroom and how are they used? What are the implications of a classroom where the layout is permanent (where desks and chairs cannot be moved)? Many of the benefits of observations--fostering continuous improvement, sparking generative discussions about teaching and learning, creating a deeper sense of connection and shared purpose among faculty--are lost when formative opportunities are not intentionally integrated into the process. Incorporating a formative aspect to the observation is intended to be formative IL 60604 ( 312 362-8000facultydevelopment! However, experts are divided over how best to combine the formative and purposes. Why do students know what the objective/s of the desks are facing forward, looking at the to... Of observations analysis/discovery of writing are happening in the classroom lessons ' organization that 's one of desks. 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