LEARNING TO SEE; SEEING TO LEARNObservational and evaluative skills in initial teacher education

Dr. Alan Bruce, ULS

Dublin 16 January 2013

Aim

To develop a set of skills, knowledge and attitudes that enable effective observation, listening, recording and initial evaluative conclusions for student teachers in classroom and learning environments.

1. Developing an overview: contexts• Teaching in a time of change: curriculum, demographics,

expectations, environment, technology, professionalism• Move from supervision to development• Exercising professional oversight and guidance• Stakeholder perspectives:

• Student teacher• Cooperating teacher• Pupils• School management/structures• College• Parents• Community

Learning surroundings• Physical

• School• Classroom

• Personal/professional• Supervisory contexts• Apprehension and prior exposure

• Social• Interaction and pupils• Staff

Expectations in the process• Observing• Evaluating• Noting• Reporting

• Concerns?• What is needed?• Techniques, tools, supports?

2. Observation: framework

Two dimensions:

What do you want to know?• Requirements of the job• Behaviours employed• Standards applied

Knowledge about what you are observing• Recording• Relevance• Making sense

Observation

Habits that can build observation skills:

• Trying to look at routine events/actions in a clear manner• Trying to judge people and their perceptions• Always trying to ask questions • Being open to new experiences• Being open to new ideas• Practicing good listening skills

What do you see?

Definition time: observation

The ability to see beyond a limited scope, which many people refer to as tunnel vision.

The ability to sense or gauge the feelings of others when things are going well

….and when things are not so good.

Search Institute

Observation skills: importance

• noting tension in a group• noting who talks to whom• noting interest level of a group• sensing feelings of individuals• noting who is being left out• noting reaction to my comments• noting when a group avoids the topic

(Macgregor, 1998)

3. Techniques and methods

• Maintain panoramic view• Eye contact - reciprocation• Body language• Note unusual occurrence – sensory disturbance• Note changes• Determine patterns

Time for a video

Exercise

http://youtu.be/vJG698U2Mvo

http://youtu.be/IGQmdoK_ZfY

Theoretical summary

Principles and guidelines on observation use visual examples to show the difference between what people observe and the inferences they make. These types of teaching strategies work wonderfully as active learning exercises. In this way, students discover many of the fundamental principles of observation for themselves which helps with retention. The process of learning effective observation is very similar to learning other skills: experience through practice and awareness.

Boudreau, Cassell, and Fuks (2009)

How many people there?

Observation in teaching• Behaviour• Communication skills• Physical movement• Communication effectiveness• Listening• Empathy• Content related• Competence related• Pacing and timing• Activity pace• Responsiveness

Role of observer• Neutral• Unobtrusive• Discrete• Fair• Reserved• Objective

Anything else?

4. Evaluating performance• Drawing conclusions• Using evidence• Using logic• Forming opinions• Exercising judgment• Making choices• Recording

Bias and objectivity• Observing the observer• Developing self-analysis and self-awareness• Investigating one’s personal bias• Understanding

• Prejudice• Stereotype • Discrimination

Relevance

• Distinguishing useful from less useful• Factual recording• Determining meaning• Determining intention• Asking continual questions

Evaluation in context• Formative• Summative• Intervention and neutrality• Critical friend• Correcting and adjusting• Giving feedback• Marshaling facts – and evidence• Adapting the SWOT model• Developing meaningful reporting systems

Reporting and feedback• Checklists• Notes• Observations• Comments• Opinions• Addressing problems

Stages of the supervisory process• Listening• Observing• Deciding• Recording• Evaluating• Reporting • Feedback

5. Effective professionalism• Observation: critical to understand the role, context,

purpose and rational of process – and everything involved in the process

• Essential dimensions: accuracy and transparency as well as equity

• Determining reference points: understanding effectiveness of techniques, manner, knowledge imparting and skills facilitation

• Focus on communications: all dimensions• Results: providing critical reflection and modification if

and when required

Group exercise

Use example from experience to indicate an observational experience that was • (a) useful/beneficial• (b) challenging/difficult

What conclusions do you draw?

What worked well?

What would you do differently?

What would you avoid?

Best practice• Reporting systems• Shared meaning• Feedback loop• Demonstrable improvement• Ethical standards• Professional practice• Student engagement and satisfaction• Meaningful assessment systems

Summary process stages• Observing• Reporting• Reviewing• Summarizing• Critical awareness• Risk assessment• Forming recommendations• Feedback• Analytical frameworks employed

Discussion• Does the process of observation generate shared

meaning?• What is the background to fair observation and reporting

in Irish education systems?• Can we be objective? Fair?• How do we determine the needs of all stakeholders? And

meet them?• What do we need?

Thank you

Dr. Alan Bruce

ULS Dublin

abruce@ulsystems.com