Observational Strategy

THE OBSERVATIONAL STRATEGY

A.     Definition
Observation:

Is a process of systematically viewing and recording students behavior for the purpose of making programming decisions;

Permeates the entire teaching process by assisting the teacher in making the decisions required in effective teaching

B.     Purpose
Observation :

·         Provides systematic, ongoing information about students in relationship to areas of strengths and weakness, preferred learning styles, uniqueinterests, learningneeds, skills, attitudes, behavior, and performances related expectations.

C.    Characteristics
Observation:

·         can be used every day to assess students of different ages, across subject  areas, and in different settings (alone, in partners, small groups or whole class);

·         is stricter with a clear purpose and focus;

·         Includes a written record which should be as close to the time of the event as possible. The record should be objective.

D. Teacher’s Roles
the Teachers:

·         watches students respond to questions, study, complete assigned tasks:

·         listens to students as they speak and discuss with others ;

·         observes nonverbal forms of communication (e.g., attentiveness to lessons, signs of frustration);

·         Outlines the purposed of the observation by using the following questions as guidelines:
Who will make the observations?
Who and what is observed?

Why will the observation takes place?

When will the observation takes place?
When will the observation occur?

How will the observation be recorded (notes, audio/videotapes)?

·         Observes the students in a variety of situations/settings;

·         Draws inferences on the basis of  the observation gathered;

·         Observes the student’s performances, and then records observations on recording devices (checklist, rating scale, anecdotal record) which outline the framework and criteria for observation.

D.    Considerations
Observations:

·         Are made using a checklist, a set of questions, and/or a journal as a guide to ensure focused systematic observation.

·         Are often the only assessment tool used for demonstration (e.g., oral speaking, drawing, playing musical instruments. Applying motor skills in the physical education program, using equipment in design and Technology);

·         Can be collected by audio tape or videotape(allows  the teacher more detailed assessment of the performances after the fact);

·         Can limit students ability to act naturally if audio tape or videotape is used ;

·         Can be influence by bias in the interpretation of an observation;

·         Can be considered subjective, where the meaning of the observation is derived only by the professional judgment of what is observed;

·         Should not interfere with the natural learning environment.
(Source : Teachers Companions Curriculum Unit Planner April 16,2001)

PERSONAL COMMUNICATION STRATEGY

A.           The Conference

·         Is a formal or informal meeting between the teacher and student and parents?

·         Has a clear focus on learning for discussion.

B. Purpose of Conference

·         Exchange information or share ideas between among individuals at the conference.

·         Explore the student's thinking and to suggest next steps.

·         Assess the student's level of understanding of a particular concept or procedure.

·         Enable a student to move ahead more successfully on a particular piece of work.

·         Review, clarify and extend what the student has all ready completed.

·         Help students internalize criteria for good work.

C. Characteristic of Conference

·         Provides a clear focus for discussion.

·         Require that responsibility for the success of conference is shared by all participants.

·         May take place as the learner is exploring a new concept or topic or be a goal setting session or a report on progress.

·         Is brief, informal and occurs routinely.

·         Can be effective for both diagnostic and formative assessment.

D.  Teacher's Role in Conference

·         Comes to the conference prepared with specific questions to be answer.

·         Gives individual feedback and clarifies misconceptions.

·         Puts students at ease and support students progress. In the case of writing conference.

·         Focus on the process of reasoning followed by the student.

·         Records information during or immediately following the communication.

E. Consideration in Conference

·         Can be part of collaborative planning and decision making.

·         Is assisted by prepared questions.

·         Can be an extremely useful formative assessment strategy for students involve in major projects or individual studies.

THE INTERVIEW

A.   Definition

·         Is a form of conversation in which all parties increase their knowledge and understanding?

B. Purpose of Interview

·         Focus on inquiry where the purpose of the meeting is based on investigation.

·         Explore the students thinking.

·         Assess the student’s level of understanding of a particular concept or procedure.

·         Gather information, obtain clarification, determine position and probe for motivations.

·         Help determine student's understanding of qualities of good work.

C. Characteristic of Interview

·         Tends to be a meeting which involves inquiry.

·         Can be adopted to probe any problem or any consideration.

·         Occurs routinely.

·         Is usually guided by planned questions.

D. Teacher's Role in Interview

·         Is responsible for the initial questions that guide the conversation, as well as the flow and movement of the exchange.

·         Generates information during the interview which may lead to decisions, agreement and solutions.

·         Allow student to take the lead in the interview when appropriate.

E. Consideration in Interview

·         Needs time to build in conversations especially when the purpose is an honest and thoughtful exchange.

ORAL STARATEGY

THE QUESTION AND ANSWER

Question

·         Are posed by the teacher to determine if the students understand what is being presented or to extend thinking, generate ideas or problem solve.

Answer

·         Provide opportunities for oral assessment when the student responds to a question by speaking rather than by writing.

Purpose of Question and Answer

·         Provide a mechanism which monitor student’s understanding while assessing student’s progress.

·         Gather information about a student’s learning needs.

Characteristics of Question and Answer

·         Help teachers and students clarify their purpose for learning and link previous information with new understanding.

Teachers Role in Question and Answer

·         Notes how student answer questions during instruction to know if the students understand what is being presented or are able to perform skills.

·         Should ensure that all students participate, not just those individual who typically respond with answers.

Considerations in Question and Answer

·         Can help to ensure that all students are involved if tracking is done to ensure that all students participate.

·         Is used with consideration that some individuals are not comfortable or fluent expressing themselves orally.

THE CLASSROOM PRESENTATION

·         is an assessment requires student to verbalize their knowledge, select and present sample of finished work or organize thoughts, in order to present a summary of learning about a topic.

Purpose of Classroom Presentation

·         Provide summative assessment upon completion of a project or an essay.

·         Assess students when it is inappropriate or difficult to test a student's understanding or knowledge with pencil and paper test.

Characteristic of Classroom Presentation

·         Can provide students with an opportunity to use concrete materials express their ideas and talents.

·         May be a teaching tool if the presentation is designed to further the learning of the audience.

Teacher's Role in Classroom Presentation

·         With the student or alone, sets the idea for the assessment of the presentation.

·         Monitors student progress are selected stages during students preparation.

·         Provides oral or written feedback after the presentation.

Consideration in Classroom Presentation

·         Is a natural form of assessment for speeches, debates and subjects such as the study of languages?

·         Holds the potential to increase peer comparisons which may be harmful to some students because of the oral and visual aspects of presentations.

·         Is a critical skill to be taught, practice assessed and evaluate.