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MKEA ConferenceWorkshop # 6
Skills necessary to support classroom observations
Eleonora Villegas-ReimersWheelock College
April 7, 2014
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WELCOME EVERYONE!!
Brief introduction of the topic, the workshop, and the presenter
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At the end of this workshop, participants will be able to: Record naturalistic observations of young children’s
behavior in objective, reliable and valid ways; Use observation records of children’s behavior to assess
children’s learning and development and as a basis to partner with parents in supporting their children’s learning;
Use observation records of children’s behaviors to inform and assess their own teaching and curriculum development
Explain the importance of using observations as an instructional tool that informs curriculum development, lesson plan implementation, and assessment of children’s learning
Explain the different ways in which administrators, teachers and instructional assistants can support each other in developing their observation skills.
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Let’s watch this video and tell me what you think
http://www.youtube.com/watch?v=RP4abiHdQpc
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Can you tell me what you learned about:
The child’s development: motor, cognitive, emotional, social, language?
The father’s interaction with the child
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Now let’s watch this one
http://www.youtube.com/watch?v=p1R2vha7Ytc
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And again, what can you tell me about:
The older girl’s development: motor, language, cognitive, social?
The role of the adult in this interaction?
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Learning how to observe, record observations, and use those records
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Background information
Observation skills: Learning what to see, hear and pay attention to
Recording skills: Learning how to document children’s behaviors
Recording observations: Learning how to document children’s behavior, what we see and hear
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What is observation? Observation is a technique of data
collection: we document what we (the observers) witness.
Observation in care and education settings is a tool that allows educators: To keep track of children’s development and
learning; To plan curriculum accordingly; To monitor one’s teaching effectiveness.
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For observations to be helpful, they must be:
Objective: They must be records of behavior only, not of your interpretation or assumptions of the behavior
Reliable: If two people are observing a child, they should be able to report the same behavior in the same way.
Valid: They should record behavior that really represents what we are trying to learn about
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Types of observation records
Behavioral event records
Running records
Structured observations
Anecdotal observations
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Different ways of recording observations:
With a camera (photo): what we see
With tape recorders: what we hear With video cameras With pencil and paper With charts (we check behaviors
we see or hear)
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Determining the focus of an observation record
How do we decide what to focus on?
Focusing on a child vs. a group of children
Focusing on a particular set of behaviors
Deciding prior to starting to record the observation vs. deciding on the spot
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Practical aspects of recording observations
What do we need in order to record observations that are usable? Tools needed (paper, pencil/pen; tape-
recorders, cameras (video and photograph)
How different tools may impact the observation record differently
Deciding on “best times” to complete observations during a regular day
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Practical aspects of recording observations
Deciding on participant vs. non-participant observations: pros and cons
Where does the observer stand/sit in relation to the object of observation (where do you stand? Sit?)
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Practical aspects of recording observations
Tips to keep in mind when recording paper/pen records: Scribble notes, not full sentences Write full record as soon as possible (as to
remember all abbreviations) Do not look down for too long Keep track of where you are writing in the
paper
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Privacy and confidentiality of the observation records
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Recording observations = practice session
Several practice trials – observing, recording, discussing
Discussions by table about what was easy, what was hard, how to deal with the difficult parts; how to separate observation from interpretation of behavior.
Discussion with the larger audience
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Let’s practice now:
http://www.youtube.com/watch?v=7i0XNyRJkEQ
http://www.youtube.com/watch?v=MpDO5lw7pG4
http://www.youtube.com/watch?v=_JmA2ClUvUY
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First let’s talk about the act of observing
Was it hard? In what ways? What can we do to make it “less
hard?” Any recommendations you have
for future recording of observations?
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What did we learn by observing?
What did we learn about the children’s development (Social? Emotional? Language? Cognitive? Motor?)
What did we learn about the children’s interests?
What did we learn that could help us plan curriculum for these children?
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Discussion: Using observation records
Using observation records information to document children’s learning
Using observation records information to plan curriculum
Using observation records information to self-evaluate teaching and learning
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Follow up after this workshop: A few recommendations
Creating observation groups in your institution
Sharing records with others to help you “interpret” the data
Practice, practice, practice. It becomes easier with time
Whenever possible, have two people record the same information to check for reliability and objectivity
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