Presentation delivered in teacher training college on use of observational skills in developing evaluative assessment of student teachers

1. LEARNING TO SEE;
SEEING TO LEARN
Observational and evaluative skills in initial
teacher education
Dr. Alan Bruce, ULS
Dublin 16 January 2013

2. 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.

3. 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

4. Learning surroundings
• Physical
• School
• Classroom
• Personal/professional
• Supervisory contexts
• Apprehension and prior exposure
• Social
• Interaction and pupils
• Staff

5. Expectations in the process
• Observing
• Evaluating
• Noting
• Reporting
• Concerns?
• What is needed?
• Techniques, tools, supports?

6. 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

7. 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

8. What do you see?

9. 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

10. 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)

11. 3. Techniques and methods
• Maintain panoramic view
• Eye contact - reciprocation
• Body language
• Note unusual occurrence – sensory disturbance
• Note changes
• Determine patterns

12. Time for a video
Exercise
http://youtu.be/vJG698U2Mvo
http://youtu.be/IGQmdoK_ZfY

13. 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)

14. How many people there?

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

16. Role of observer
• Neutral
• Unobtrusive
• Discrete
• Fair
• Reserved
• Objective
Anything else?

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

18. Bias and objectivity
• Observing the observer
• Developing self-analysis and self-awareness
• Investigating one’s personal bias
• Understanding
• Prejudice
• Stereotype
• Discrimination

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

20. 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

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

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

23. 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

24. 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?

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

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

27. 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?

28. Thank you
Dr. Alan Bruce
ULS Dublin
abruce@ulsystems.com