Observation as a learning tool
Observation as a learning tool.Observación de clase.Lizbeth Huerta Pedraza
1. Observation for learning
2. A teoeretical framework
2.1. Offers practical materials by which teachers may learn and develope
2.1.1. A model of teacher development
2.1.1.1. Skills and experiences that will serve them
2.1.1.1.1. The importance of the classroom
3. How the tasks are organized
3.1. Based on teacher's needs
3.1.1. Be aware of background and classroom behaviour
3.1.1.1. Objectives and procedure
3.1.1.1.1. 1. Preliminary activity 2Collect data 3 Discussion
4. How to use tasks
4.1. Colect data of a specifict aspect of your teaching
4.1.1. Investigate about a strategy
4.1.1.1. Find ways to improve
5. Guiding principles for observing
5.1. Awareness of being observer
5.1.1. Minimise the intrusion
5.1.1.1. Sweeping generalizations
5.1.1.1.1. Not fear or 'contaminating' of data allerting aboit the observation
6. The context of teacher development
6.1. Observe as much as you can and keep silence
6.1.1. Observe and select lessons or have to improve some aspects of your teaching
7. The teacher trainer
7.1. Shouldn't be limited
7.1.1. The trainers role
7.1.1.1. Process should be consultative between trainee and trainer
7.1.1.1.1. Trainer consider trainee's strenghs
8. The context of school-based teacher support
8.1. Fix a particular teaching problem
8.1.1. Every teacher need help in an area
9. The context of trainer training
9.1. We cannot asume a familiarity with the students
9.1.1. Experienced teacher will undertand the process of becoming a teacher
9.1.1.1. All the teacher are aware of many processes
10. Guidelines for peer observation
10.1. Observation should have a defined goal
10.1.1. Specific procedures should be given to the observers
10.1.1.1. Organizing the lesson
10.1.1.2. Clssroom interaction
10.1.1.3. Group work
11. Observation of classroom processes
11.1. -Teacher's professional growth
11.1.1. -Learn more about their own teaching
11.1.1.1. -A bank of tasks. -Reflecting and drawing conclusions.
12. Observing comprises
12.1. Preparation
12.1.1. -Selection purpose
12.1.1.1. -Method of data collection
12.1.1.1.1. Collaboration with others
12.1.2. Follow-up
12.1.2.1. Analysis
12.1.2.1.1. Discussion and interpretation of classroom data
13. Is necessary
13.1. See with acuity
13.1.1. Selest
13.1.1.1. Identify and prioritise for learned and improved
14. Who observes?
14.1. Teachers
14.1.1. School (School-based suppor )
14.1.1.1. For what purpose?
14.1.1.1.1. Structure to the process of observation
15. The teacher
15.1. Observes other teachers
15.1.1. Mutual self-development
15.1.1.1. Develop in a particular area
15.1.1.1.1. Informal observation
15.1.1.1.2. Semi-informal observation
15.2. Trainee teacher
15.2.1. Modelling experience or they don't have experience
15.2.1.1. Diagnostic and suport
15.2.1.1.1. Experience is used to learning
15.2.2. Trainer
15.2.2.1. Prioritisin teaching behaviours
15.2.2.1.1. The classroom plas a key role
15.2.2.2. School-based support
15.2.2.2.1. Mechanisms where the teacher working in contexts
15.2.2.2.2. Trainee Trainer
16. Why observe
16.1. Have different perspectives at the time we apply a plan
16.1.1. Gain a better understanding of their own teaching
16.1.1.1. Improve ability to observe, analyze and interpret
17. Tasks
17.1. Collect data or information
17.1.1. Teaching behavior
17.1.1.1. Language
17.1.1.1.1. Patterns of interaction