1 taking a learning & development perspective towards lesson observation and lesson critique...

1

Taking a learning & development perspective

towards lesson observation and lesson critique

Language Learning Support Section18 November 2013

What is our current practice?What is our current practice?

Think about these questions…

1. Who usually asks for lesson observations?

6. What is/are the focus(es) of the observations?

2. Who conducts lesson observations in your school?

7. What lesson observation tools are used?

3. How often are you observed? 8. Who designs these tools?

4. How much preparation time do you usually have before being observed?

9. Do you and the observer(s) have meeting(s) before and/or after lesson observation?

5. What is/are the purpose(s) of these observations?

10.How do you feel about lesson observations in general?

2

4

So what’s the difference

between the two?

So what’s the difference

between the two?

5

LO from different LO from different perspectivesperspectives


AppraisalAppraisal Learning and developmentLearning and development

-- … are used primarily to judge the quality of someone’s performance.

-- … are used for promotion purposes.

-- … provide specific information about what happens in the classroom.

-- … enable the person observing to learn about different strategies of achieving similar learning objectives.

-- … can be used for collecting data and to help teachers develop a deeper understanding of their practice.

WHY

Lesson observations…

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Lesson observations tend to be very broad and general in focus.

Lesson observations tend to focus on one or some particular aspect(s) to enable both the observer and the teacher observed to develop better, deeper insights.

WHATLO from different LO from different perspectivesperspectives


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Lesson observations are usually carried out by a superior (e.g. principal, PSM(CD), panel head, etc.).

Lesson observations can be carried out by people of different positions (e.g. peers, superiors, new teachers, etc.).

WHOLO from different LO from different perspectivesperspectives


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Lesson observations can take many different forms, but usually include grades/ marks for certain pre-determined aspects.

Lesson observations can take many different forms – written comments, analysis of the type of language used by students and the teacher, etc. The choice can be made by mutual consensus.

HOWLO from different LO from different perspectivesperspectives


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Lesson observations are carried out at specific times during the academic year.

Lesson observations can be done at specific times and any time a teacher feels that he/ she needs to learn more about a certain aspect of their teaching/ class.

WHENLO from different LO from different perspectivesperspectives


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After observation, there is usually standard documentation that is included in teacher’s file for reference (e.g. promotion) and accountability.

After observation, there is usually documentation that conceptualizes learning of the observation.

WHAT

NEXT



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Lesson observations often include a post-lesson observation meeting with a superior.

Lesson observations include post-lesson observation meetings that include observers other than superiors.


LO from different LO from different perspectivesperspectives WHA

T NEX

T

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School-based decisions

Is it a routine to have LO every year?

Is it necessary to conduct LO on every teacher?

Is Panel head the only one responsible for

observing the lessons?

School needs / focus

Specific target

Shared commitment

Reduce Teachers’ workload

Facilitate / encourage peer learning

Reduce Teachers’ workload

Facilitate / encourage peer learning

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What do we need to do before observing a lesson?

Discuss with your neighbour 2 things you might need to do before observing a lesson.

1 min

Do we need to comment on all

things happened inside the

classroom?

Do we just simply walk into the

classroom with the observation form?

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• Collect information from the teacher concerned (e.g. background of class, lesson objectives & lesson design)

• Compromise on the ‘focus’ and criteria for success of the lesson

=> appropriate observation tools

Pre-LO task

winwin

Mutual respect and support

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What are some of the focusesto observe?

Teaching behavior

Learning behavior

Patterns of interaction Different

learning styles

Concentration spans

Patterns of group dynamics

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How to observe?Use of appropriate lesson observation

tools

Teaching

behaviorTeaching

behaviorConcentration

spanConcentration

span

Patterns of interaction Patterns of interaction

Student

behaviorStudent

behavior

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Types of lesson observation tools

Quantitative Qualitative

MixtureOccurrences

Nature

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On top of the line, record the number of times a teacher has interacted with a student.

On top of the line, record the number of times a teacher has interacted with a student.

Diagram of verbal interaction T

Sa Sb Sc Sd Se

Sf Sg Sh Si Sj

Sk Sl Sm Sn So

Sp Sq Sr Ss St

Su Sv Sw Sx Sy

Sz Sa1 Sa2 Sa3 Sa4

S = studentT = teacher

*

Adapted from: Supervision of Instruction, 1998, Allyn & Bacon.

20Source: Supervision of Instruction, 1998, Allyn & Bacon.

Teacher Verbal Behaviors

Time interval can be decided upon by observer and teacher being observed.

If the teacher demonstrates the behaviours indicated within the time interval, this is recorded.

Time interval can be decided upon by observer and teacher being observed.

If the teacher demonstrates the behaviours indicated within the time interval, this is recorded.

Identify and agree on six teacher behaviors

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Record the frequency of the type of question

here.

Record the frequency of the type of question

here.

You can also create a space to record examples of

questions for the different levels.

You can also create a space to record examples of

questions for the different levels.

Types of questions asked

You can use Bloom’s taxonomy or any other you think is

suitable.

You can use Bloom’s taxonomy or any other you think is

suitable.

Calculate the percentage of the total question each category represents.

Calculate the percentage of the total question each category represents.

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Key: TotalA= at task ____AT= at task with teacher ____TK= talking ____P= playing ____O= out of seat ____OR= out of room ____OT= off task ____


Student 9:00 9:05 9:10 9:15 9:20 9:25 9:30

Tom A A AT A A A OR

Mandy A A AT AT OR A A

Vivian O O P P OT O O

Nancy OT OT AT P A A P

Lucy OT OT AT P O AT A

Helen AT P P AT P P OT

Norman TK AT A TK TK TK AT

Wayne OT OT OT OT OT OT OT

Maria OR A A A TK A A

Student on-task and off-task behavior Decide on how long the observation

intervals should be.

Decide on how long the observation

intervals should be.

Decide which behaviours the students should be

demonstrating.

Decide which behaviours the students should be

demonstrating.

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Key: TotalA= at task ____AT= at task with teacher ____TK= talking ____P= playing ____O= out of seat ____OR= out of room ____OT= off task ____


Student 9:00 9:05 9:10 9:15 9:20 9:25 9:30

Tom A A AT A A A OR






Wayne TK AT A TK TK TK AT

Norman OT OT OT OT OT OT OT


Student 9:00 9:05 9:10 9:15 9:20 9:25 9:30

Tom A A AT A A A OR






Norman TK AT A TK TK TK AT

Wayne OT OT OT OT OT OT OT


Students were listed according to seat order e.g. front row to back row.

Student on-task and off-task behaviorUse symbols to record a

specific behaviour,e.g. ‘At task’.

Use symbols to record a specific behaviour,

e.g. ‘At task’.

Show clearly the frequency of occurrences

of a specific behaviour e.g. ‘At task’.

Show clearly the frequency of occurrences

of a specific behaviour e.g. ‘At task’.

24Class: _______

Time: ______ Date: _____________


• collect data on students’

behaviours

Focus on individual student

Time Student: Paul Teacher: Ms Chan

9:05 Shouting loudly in class

T moves towards Paul

Stops misbehavior

9:10 Leaves desk; walks around the room

uses eye contact with Paul

Goes back to his seat

9:13 Playing with friends sitting next to him

criticizes Paul, tells him to stop or he will be punished

Throw his books tells Paul to see her after class

Grumbles

9:20 Not working / passive Goes to Paul’s seat, patting his shoulder

Back on task

Individual student behavior

•Teacher’s response and the effects of those responses on the student

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Source: Instructional leader’s guide to informal classroom observations, 2009, Eye on Education.

Time Observation

8:00 T explained task clearly.

8:02 Ss formed into groups quickly once they were ready.

8:03 A late comer entered room. He apologized and went to his group immediately.

8:15 T walked around the room and note down students’ discussion problems.

Open-ended notes

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Give observers an overview of the focus of the lesson at different time.

Observers make notes about their observation during the

lesson.

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Mixture

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Focus Yes No Comment/example

C. Active pupil participation

1.include different modes of interaction (e.g. T-Ss instruction/questioning, T-S individual instruction, S-S cooperation, Ss-Ss competition, S-Ss presentation/demonstration)

Students proactively participated in the ‘Motivation Task' ─ Mind Guest and group discussion. Very welcomed by students. Being motivated, students quickly got into the learning context.

2. establish a purpose/reason for learning/doing the activities for pupils

3. give clear instructions for activities

4. design motivating tasks Excellent, students learn through playing and doing. This activity also facilitates students to recall the vocabularies.

5. provide sufficient time for pupils to achieve the goal of the activities

Most students finished their group work around 15 minutes.

Derive data for analyzing the lesson statistically.

Derive data for analyzing the lesson statistically.

Record certain behaviours in detail.

Record certain behaviours in detail.

Mixture

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Advantages of using LO tools

•It provides a means of collecting data that frees the observer from forming an opinion or making an on-the-spot evaluation during the lesson.

•It facilitates an evidence-based discussion of the lesson, hence reducing subjectivity of one’s judgment and/or interpretation.

•It limits the scope of what one is observing and allows one to focus on particular aspects.

Wajnrby, Ruth (1992). Classroom observation tasks: a resource book for language teachers and trainers. Cambridge University Press.

Forming groups

• Divide into 12 groups

• Each group has 20 mins to:watch a video clip assigned to your groupcomplete the observation tooldiscuss the questionsprepare for presenting group’s ideas in

response to the questions

Groups 1 - 4

• Video: 小種子 • Observation tool: Student on-task and off-task behaviour

Questions

• Are all the students always on-task? Who is/ are always on-task? Who is/ are always off-task? How can you tell if the students in the clip are on or off-task?

• Do you think the teacher is aware of the inattentive student(s)?

• How can the teacher address the needs of the inattentive student(s)?

• In general, how can we increase the participation of the whole class?

Our observation

• Most of the students are on-task at the beginning, but they start losing attention as the lesson goes on. However, it’s really difficult to tell whether the students are on or off-task merely by observation.

• The teacher is aware of the inattentive students and has already tried his best to keep everyone on-task by providing hands-on experience, using different visual aids and doing a lot of actions.

• The other teaching staff can help to focus the inattentive students.

Groups 5 - 8

• Video: 樂園遊記 • Observation tool: Teacher verbal behaviours

Questions• What is the most frequent verbal behaviour of the

teacher? Do you think such verbal behavior can facilitate student’s learning? Why or why not?

• Apart from verbal behaviour, how did the teacher praise the student? What do you think about her way of praising?

• How did the teacher help the student to make a sentence? Why did she do so?

• There was one student going out to the board and trying to help his classmate by sticking the cards on the board. What did the teacher do? Why did she do that?

Our observation

• The teacher often asks students questions to check their understanding and involve the whole class into the lesson. Through questioning, student who is doing the activity can have a clearer understanding of the target language; students who are not doing the activity can reflect on their own learning by checking how their classmates finish the task.

• Whenever the student finishes the task, the teacher sits together with the others and give her thumbs up as a compliment. There is also an awarding system – giving out “ 叻叻” to give positive reinforcement to the students.

Our observation

• The teacher used a lot of actions to guide the student to make a sentence. She gave lots of directions to limit the number of things which the student needs to focus on.

• When a student tries to help, the teacher recognises his effort of helping by saying thanks to him. Then, she asks him to return to his seat and offers an opportunity for him to do the same task later in the lesson. In this way, she won’t discourage students from offering help or participating in the lesson, but at the same time, she can help the student who is doing the task to focus.

Groups 9 - 12

• Video: 大肌習作 • Observation tool: Individual student behaviour

Questions

• What did the student do in the clip? What do you think makes her do so?

• How did the teacher draw the attention of the student? Was she successful?

• What could have the teacher done to grab the attention of the student?

• In general, how can we sustain students’ attention in class?

Our observation

• The student keeps looking at the other side of the classroom without paying any attention to the teacher. Actually, she is distracted by the students who are preparing to go out of the classroom.

• The teacher keeps calling the student’s name and makes some noise with the board. She is not successful as the student still seems distracted.

• The teacher could have waited until all the students are out of the classroom. In that case, there will be less distraction for the student.

Questions for further thinking2. What are your expectations on your students? To have interest in learning? To learn the language skills or knowledge? To survive

in the society?

2. What are your expectations on your students? To have interest in learning? To learn the language skills or knowledge? To survive in the society?

3. Do the things taught in your lessons reflect your expectations?

3. Do the things taught in your lessons reflect your expectations?

1. Do you think we can

generate some good

suggestions to the

teacher being observed

merely based on a

single tool?

1. Do you think we can

generate some good

suggestions to the

teacher being observed

merely based on a

single tool?

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Pre LO Meeting

Explain the objectives & strategies you have chosen to

use

Highlight areas to focus on using the agreed lesson observation

tool

Give details about the background of the class

Give a brief overview of the lesson

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While observing the lesson

Take notes

Interfere

Record evidence

Make hasty judgments

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Give feedback as soon as possible after the lesson

Be informative & describe what you observed using your notes

- Don't delay: feedback works best when it is ‘fresh'

Begin with positive impressions that are specific and concrete

Give constructive advice and suggestions in the form of questions

=> involve the teacher in creating solutions

- Don't be subjective, biased and opinionated

- Don't make negative criticisms

-Don't use language that is judgmental or overly negative

Post-lesson observation: giving feedback

Giving Feedback

Which of the following way is most effective in promoting teachers’ professional growth?

a. Point out the strengths and give due recognition

b. Point out the weaknesses and arrange re-observation

d. Demonstrate a lesson

c. Write a lesson commentary

All / None of the methods work!Quality of the feedback?

Quality of teachers’ reflection?

All / None of the methods work!Quality of the feedback?

Quality of teachers’ reflection?

1. Focused

2. Analytical

3. Evidence-based

4. Practicable

Features of effective feedback

A. Higher order thinking skills and creativity

B. Six thinking skills

C. Vocabulary Teaching ─ Cater for learners’ learning styles

D. Use of IT to promote students’ participation

E. Students’ participation

F. Students’ ownership and information literacy

Questioning

Scaffolding

(i) Praise

(ii) Thinking tools

(iii) Role-play (iii) Presentation

(i) checking knowledge

(ii) higher levelthinking

(iii) judgment

Catering for learner diversity in a Liberal Studies lesson

陳小娟

小娟

小娟

小娟小娟

小娟

觀察重點

學習成效學習過程的顯證

學習活動

課題：香港人是富有？是貧窮？

讚賞建議分析教學重點

好 !

XX

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Post-lesson observation: receiving feedback

Be open - Don't be defensive

Accept praise - Don't be too modest Listen

Reflect

Explore

Commit

- Don't impose your views

- Don't dismiss things you may disagree with

- Don't be passive, use the opportunity to find out how you can change and develop- Don't ignore the feedback: do something with it

Adapted from www.teachingenglish.org.uk

Be

C

L

E

A

R Be 'CLEAR'

http://www.teachingenglish.org.uk/

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Protocol for feedback session

Adapted from Conversations: turning points, Volume 4, Number 2, Spring 2004

5-8 minutes

Teacher observed : Conduct self-reflection

10 minutes

Observers:1. Share positive impression2. Ask questions to clarify doubts

5-10 minutes

Teacher observed:Respond to questions

20 minutes

Open discussion: Identify strategies and propose the next steps for the teacher

Teacher

just listens

Observers

just listen

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Post LO meeting: Teacher’s reflection ( 5- 8 min)

• What students are able to do

• What students are unable to do

• What teacher would do if she were to do it

again

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Post LO meeting: Observers’ feedback

( 5 – 10 min )

• Begin with positive feedback (supported with

evidence)

• Ask questions to clarify doubts or give

suggestions if appropriate

Teacher just listens

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Post LO meeting: Teacher’s response ( 5-8 min )

• Teacher responds to the questions

=> explain why certain design of the task /

strategies / activities are used in the lesson

Observers

just listen

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Post LO meeting: Open discussion ( 15 – 20 min )

• Conduct an in-depth inquiry into a lesson/teaching issue

(a) Keep things you find effective

(b) Improve ? things that can be done better

(c) Propose? things that can be done in alternative ways

content

process (strategies)

assessment

1. Purpose

• provide an

opportunity for Ts

to conduct a critical

enquiry into how a

particular is

sue of

language teaching

can be dealt with

• use a specific

LO tool for specific

data collection

purpose

A Chance For Learning

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Approaching a teacher for Approaching a teacher for lesson observation is lesson observation is not not a mere act of askinga mere act of asking. .

With careful planning and With careful planning and goodgood communicationcommunication, the , the observers and the ones observers and the ones being observed would being observed would get get the most out of this the most out of this experienceexperience..

2. Process

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Use data to improve learning and teaching

Identify professional development needs for teachers and the whole panel

Motivate colleagues

3. Use of data

LO provides a platform for growthLO provides a platform for growth

Student Student

The teacher

The teacher

team

The observer

OpenReflective

ProfessionalFrank

CollaborativeLearning

community

Where can you get further information …

Contact persons:

Ms Amy POON (English language support)E-mail: [email protected] Tel.: 3698 4093Mr YT Lai (Chinese language support)E-mail: [email protected] Tel.: 3698 3994LLSS homepage: http://resources.edb.gov.hk/cd/languagesupport http://cd1.edb.hkedcity.net/cd/languagesupport/

Contact persons:

Ms Amy POON (English language support)E-mail: [email protected] Tel.: 3698 4093Mr YT Lai (Chinese language support)E-mail: [email protected] Tel.: 3698 3994LLSS homepage: http://resources.edb.gov.hk/cd/languagesupport http://cd1.edb.hkedcity.net/cd/languagesupport/

LLSS homepage LLSS publications

1 taking a learning & development perspective towards lesson observation and lesson critique...

Documents

lesson observation tools

different forms

different strategies

similar learning objectives

people of different

specific times

teachers file

new teachers