observation methods in a differentiated classroom 2016 -2017

Why do we have an observation in a differentiated classroom? Because teachers have to adjust teaching to the needs of each student. Because teachers have to study how effectively students reach the goals with different learning skills, with different personal interests and different ways of looking at the world, from his culture and life experience. Because in the differentiated classroom evaluation is a continuous process that is diagnostic. Because teachers have to balance the learning pace of the group and the individual. In a differentiated classroom teachers need to study their students (Tomlinson, 2008)

how should an observation be? Use of techniques and instruments for the collection and analysis of observational data Systematic Objective Regularly Teacher’s TRAINING

What am I going to observe? Planning a classroom observation in a d.i. Classroom (Maria Luisa Herrero, 1997) What am I going to observe? When, who and/or in what situation will the observation take place? Who is going to make the observation? How will the information be collected? What kind of analysis and interpretation of the results will be?

how do we observe and assess?

Ability to develop in COMPLEX situations OBSERVER’s TRAINING Characteristics of an observer EXPERIENCE CAUTION OBJETIVITY Ability to develop in COMPLEX situations INTELLIGENCE Distancing, Relativism ETHICAL ATTITUDE Social Skills

OBSERVeR’s TRAINING The good observer is made, we can train the observer for the acquisition of a general and specific skills to observe GOOD OBSERVER IN EDUCATION: engagement, ethics and humanity

kinds of observation by the level of participation 1.- NON-PARTICIPANT OBSERVATION (EXTERANL OBSERVATION): when the researcher remains distanced from the object of study and there is no interaction. - PARTICIPANT OBSERVATION: when the observer maintains direct contact or relationship with the group observed. - PARTICIPATION OBSERVATION: It is more intense than the Participant Observation and occurs when a member of the group acquires observer status. - AUTO-OBSERVATION: This is the highest or intense participation in the observation level, the observer is both subject and object. 2.- INTERNAL

Eight Lenses of Observation (BORICH, 2010) 1. Learning climate                    2. Classroom management 3. Lesson clarity                        4. Instructional variety 5. Task orientation                    6. Student engagement 7. Student success                     8. Higher order thought process

1. LeaRning CLIMATE Physical and emotional environment Basic characteristics that can be observed : Teachers’ warmth, interest and expectations towards his students Competitiveness, collaboration or even independence are encouraged through classroom activities (social context) By observing school climate you can have a glance on how students feel about themselves, about each other and which activities really make them work and learn

2. Classroom management Basic characteristics that can be observed : Management of classroom physical environment Classroom rules Classroom instructional routines Classroom discipline rules (motivations and consequences) Prevention of irregular behaviors

3. Lesson CLARITY Teachers ability to talk clearly and to organize the lesson content according to students'’ perception level Informing student on the thematic area of the lesson (basic aim and targets of the lesson) Lesson pre-organizer Link with prior knowledge Teaching according to students readiness level Clear instructions Use of examples, explanations and presentations Repetition or Summary at the end of the lesson

4. Instructional variety Use of appropriate instructional practices that will intricate students interest and gain their attention in order to fulfill certain learning goals Basic characteristics that can be observed regarding instructional variety : Technics in gaining students interest and attention Communication with eye contact, voice and body movements Using alternative ways of students working and learning (multiple ways to work and learn) Use of appropriate rewards and motivation in order to sustain students interest in actively engage in the lesson. Use variety of questions Use students ideas and answers in the lesson η ύπαρξη διδακτικής ποικιλίας στο μάθημα επηρεάζει τη μαθησιακή επίδοση και τη δέσμευση των μαθητών στη μαθησιακή διαδικασία. Ο τρόπος και η συχνότητα με την οποία γίνονται οι εναλλαγές δραστηριοτήτων θα πρέπει να εξαρτάται από την ηλικία των μαθητών(νεαροί μαθητές μεγαλύτερη ανάγκη).

5. Task orientation   Use of effective practices that help teacher to maintain task orientation . Effective classroom manage technics Handling of classroom problematic behavior Minimize lessons interruption time Minimization of instruction time loss in managerial matters Maximization instructional time Ο προσανατολισμός στο έργο (ή εστίαση ή προσήλωση στο καθήκον) αναφέρεται στο βαθμό στον οποίο ο εκπαιδευτικός εξασφαλίζει στους μαθητές του τη μέγιστη ευκαιρία για μάθηση. Αφορά και ζητήματα διδασκαλίας και ζητήματα διαδικασίας. Απαιτεί μια εξ’ ολοκλήρου φροντίδα των παραγόντων που επηρεάζουν τη διδακτική πράξη. Είναι πολυδιάστατη δυναμική και απαιτεί «πολυτάλαντους» εκπαιδευτικούς.

6. Student engagement Teachers promote and facilitate students active engagement in the lesson with activities that allow them to think, to interact and exercise and exercise on new core knowledge and skills. Basic characteristics that can be observed regarding students engagement : Guided work and activities Use of feedback and suggestions without being critical about it Use of individual and self-drive learning activities Systematic use of aural rewards that have real meaning regarding their work Monitoring of students work and their progress as they work

7. StudentS’ success       Students learning in enhanced when they are working on activities based on their readiness level so they can move from this point up Basic characteristics that can be observed regarding student success: Designing lessons so that new knowledge is connected to prior knowledge Designing lessons according to students perception level Immediate and direct feedback and correction Gradual learning of new knowledge with small steps Creation of classroom work rhythm that enables all students actively engaged in learning process Οι 5 συμπεριφορές που φαίνονται στο σχεδιάγραμμα και θα αναλύσουμε στη συνέχεια της παρουσίασης μας προωθούν τη συμμετοχή των μαθητών στη μαθησιακή διαδικασία και την επιτυχία τους στο μέσο προς υψηλό επίπεδο επιτυχίας. Να πω εδώ ότι θα σας δώσουμε ένα διάλογο από μία τάξη, την τάξη της κυρίας Chau στο οποίο θα πρέπει κάθε φορά που αναλύουμε μία διάσταση από τις πιο πάνω να προσπαθείτε να εντοπίσετε τι ενέργειες έκανε η κυρία Chau για προώθηση του μέσου προς ψηλού επιπέδου επιτυχίας των μαθητών της. Αυτό θα το επιτύχετε συμπληρώνοντας στο φυλλαδιάκι που θα σα δώσουμε αν κάθε μια από τις διαστάσεις παρατηρήθηκε, δεν παρατηρήθηκε, ή δε δόθηκε η ευκαιρία να παρατηρηθεί, το οποίο θα ελέγξουμε στο τέλος. Να μας συγχωρέσετε που ο διάλογος είναι στα Αγγλικά αλλά όπως θα δείτε κι εσείς το θέμα αυτό δε μπορούσε να μεταφραστεί.

8. Higher Order Thinking Skills Critical thinking, ο reasoning και problem solving Basic characteristics that can be observed regarding Higher order skills : Utilization collaborative and group activities Presentation of mental models, learning model and strategies Opportunities to use and demonstrate what has been learned through presentations and learning projects Actively engage students in aural presentation Provision of opportunities to work individually and exercise in order to learn though their mistakes Use of students portfolio

ACTIVITY 1 Using the 8 lenses observe and evaluate the instruction presented in the video

Activity 2 Discuss your findings in your group Compare your observations with the observations you recorded in the first session. Discuss your findings in your group Present your conclusions