Instructor: Bess A. Rose

Some cooks, when asked for the recipe for a delicious dish, will reply, “Oh, you know, a little of this, a little of that.”

To get a precise understanding, you need to observe the cook in action.

A good observer accurately records the program as it is implemented (not necessarily as it is designed). You would not tell your grandmother, hey, you’re not supposed to put cinnamon in brownies! Instead, you would note how much cinnamon and when and how it is added. Having this information PLUS the original recipe will enable you to later decide which way is better.

Given program sites in Maryland, participants will develop a tool for conducting site visits of programs in Maryland and observing and recording program activities in a manner that is objective and reliable.

Logic Model Template

Inputs – resources (funds, staff, materials), activities, and strategies

as designed by program creator and experts and theorized in research (using credible, accurate, reasonable and supported sources)

based on implementation o using a method for

identifying, recording, maintaining and updating information on all program sites in Maryland

o using a tool for conducting site visits of programs in Maryland and observing and recording program activities in a manner that is objective and reliable

Outcomes – short-term, intermediate, and long-term changes in knowledge, attitudes, skills, and behaviors

as designed by program creator and experts and theorized in research

expected by program implementers (using interviews)

expected by key stakeholders (using surveys)

stated in grant applications

Relationship – a logical explanation of how the inputs lead to the outcomes

is there a direct cause-and-effect relationship?

what assumptions are implied?

will this relationship be true in any context?

what factors might confound this relationship?

Program Name and Information This lesson teaches strategies for impartially observing your program being implemented on

site

From Lesson 4: Where is your program? Do you know all the locations in Maryland? Do you have reliable, up-to-date information about all program sites?

Maryland-Map.org

1. Basic observation notes

2. Selective scripting

3. Seating chart

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

Helpful in capturing a broad spectrum of classroom events

Helps separate:

Evidence of what transpires in the classroom

vs.

Observer’s ideas, interpretations, and/or opinions

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

Evidence is that which is observable: student behavior, descriptions of class activities, language used by the teacher and students.

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

Interpretations are the observer’s thoughts or inferences about what happened.

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

“Tony knocked over a chair and walked out of the room” is evidence.

Saying that “Tony seems angry and frustrated” would be the observer’s interpretation.

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

The observer might also pose questions within the observation notes or identify areas for potential discussion during the debrief conference. These questions and comments should, however, be distinguished in some way from the descriptive observational notes.

The basic observation notes tool is adaptable to any focus of an observation.

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

BASIC OBSERVATION NOTESProgram Name: Character Education Contact: Char Ed PartnershipSchool/Site: Unknown Elementary School Grade Level/Subject Area: 5 th grade classObservation Focus: Fifth Grade Class Meeting Visit #: 1

Time Observations Comments/Anecdotal NotesClass and teacher are seated in a circle on the floor.

Teacher verbally explains they are moving to the next part of the meeting and points to student facilitator and tells class that he is in charge now.

Student facilitator explains that now class will share experiences from class within the last 2 weeks. He pauses or hesitates briefly between words.

Facilitator says “we’re going to start from…” and looks around circle.

Class appears to be comfortable with format.

Class appears to accept transition of leadership.

Facilitator appears to not be confident about who to choose – what is going through his mind? Is he reading their faces to see who wants to start? Is he unsure of names?

Allows the observer to record selective conversations and/or observations

Is especially useful for collecting data on specific teacher behaviors and how these behaviors seem to influence what happens in the classroom.

It is useful in capturing dialogue among the teacher and students, descriptions of student behavior, and aspects of the classroom dynamics.

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

Record what the teacher says in the first column and what students say in the second.

Focus on getting enough of the sentence to record the gist so that you can use the information in your debrief.

Have a narrow focus for a selective scripting observation so that you can more easily identify moments during the observation when you should be recording teacher and student talk.

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

Selective scripting might be useful for collecting information about:

What the teacher emphasizes (positively and negatively)How teacher expresses expectations of students and communicates learning goalsHow teacher facilitates students’ connections between prior knowledge and new learningHow teacher gives directions and how students respondHow the teacher frames the purposes and directions for each segment of the lesson

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

Selective scripting might be useful for collecting information about:

Types of questions asked by the teacher and the students, as well as the types of responses that these questions elicitHow a teacher checks for understandingHow a lesson is differentiated, adapted, or modifiedHow the teacher uses student responses to guide instructionWho speaks in the class and in what context (whole class, small group, etc)

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

Draw the seating arrangement of the class and label it with student names, gender, language and/or special needs.

Can help you notice patterns of the interactions and comments of both teacher and students, as well as their movements and behaviors.

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

Which students are doing what at regular time intervals

Which students and groups of students are participating and at what points in the lesson this participation occurs

Which students are talking and when

Where the teacher directs questions

How the physical environment facilitates student interactions and access to materials

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

How the teacher moves around the room and interacts with individual students and/or groups of students

How the teacher’s interactions vary from student to student in terms of quality, duration, and focus

Which students move around the room and when

The extent to which individual students are engaged in the content and processes of the lesson

From The Stanford Teacher Education Program (STEP) http://suse-step.stanford.edu/

Watch the video and use your assigned strategy to record observations.

Share observation notes with the whole class.

Respond to what is shared by identifying whether it is objective and based on evidence (correct) or is subjective, judgmental, opinionated or not based on evidence (incorrect).

What are the pros and cons of each tool?

Context: Your logic model requires information gleaned from site visit observations. You have learned why it is necessary to use an observation tool and the basic principles behind its construction. In this task, you will apply what you have learned and produce a tool that will be used for conducting site visits.

Task: Develop a tool for conducting site visits of your program and observing and recording program activities in a manner that is objective and reliable. Make sure that the tool provides clear and complete directions for the observer and ensures that program activities are observed and recorded objectively and reliably.

Conduct one or more site visits and use the observation strategy or strategies to make observation notes and records. Upload your completed document to Kazoo or Facebook.

(1) Write one page about which of these 3 strategies (one, two, or all three) would be the most useful to you and why. Upload your completed document to Kazoo or Facebook.

(2) Reflect in your journal on the process of conducting observations using these strategies and whether you have learned anything new about your program. Share your reflections in the Lesson 5 online discussion.

Lesson 6: Discerning Key Information on Inputs from Site Visits

Tuesday 8/4/09

2:00 – 3:00 p.m.

Conference Room 4