Observation

=Observation= media type="custom" key="5655483"
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 * Overview
 * Do's and Do not's
 * Best Practice
 * Examples for ETEC Students
 * Limitation of Observation
 * Annotated Bibliography
 * Checklist

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=Overview= The purpose of assigned classroom observation is to see the various interpersonal interactions between the instructor, instructional aides if any, classroom volunteers and themselves; and those interactions occurring among students in the classroom; and between these students and the above named adults. Over time patterns of interaction that are complex in nature will emerge. These in turn will assist the student observer in his/her later work as a student teacher and a career teacher to understand accurately what classroom dynamics exist and how to impact them in the interest of high quality instruction.

=Do's and Do Not's= Follow ethical guidelinesAsk for informed consent in an Action Research capacity observationAsk for permission and sign necessary papers if using any kind of recording equipment (video, audio, both, etc.)Inform and debrief participants after the observation is complete and before doing any publishing of worksParaphrase note taking if neededInterview with specific participants if some notes are unclearWith peers, brief on expected actions of the participants to be fully prepared for the taskCreate a checklist of some common actions that may occur to be able to record it quickly in live observation-Use pseudonyms to protect the identities of people and entities involved in any publicationUse with other qualitative data collection methods like surveys, interviews, questionnaires, etc. Do anything unethical:-Alter or change someones words or actions in a way that no longer reflects their original intentions-Use recording equipment without prior permission and debrief-Expect to get a 100% view of your participants in the first try -Access to different types of people in the target population or community may be off access due to gender of researcher, beliefs, etc.
 * Do's:**
 * Don'ts**

=Best practice= Best practice for classroom observation varies according to particular conditions or circumstances, such as subject of the class, classroom size, school district, students' demographics and types of observation. However, observation as a method of collecting data for an action plan to improve teaching, there are five steps you can follow to perform a formal observation. 1) Before observation, inform the teacher about the purpose and objective of the observation and get the permission of observation. 2) During observation, the observer records all the activities chronologically as they occur and when they occur, with laptop, recorder or video camera recorder. Refrain from comments which evaluate or make judgment. Instead, simply state behaviors, movements, actions, directions, etc., as they happen. In the classroom the observer is only concerned with data gathering. Observation software or forms can be used to assist data collecting. 3) Summarize chronological observation of this data. 4) Prepare a written evaluation of the class period based directly upon the observations. The evaluation can compare the observation data with some set of officially adopted pedagogical criteria authorized by the school. If the observation was designed to track particular objectives, then the evaluation should focus on those objectives and compare the restricted data to normative school policy or other best-practices criteria. 5) Share both the typed summary chronological observation data and the evaluation with the teacher.

With the technology implementation, the videoconferencing technology used in King Center Charter School for classroom technology is listed as the best practice in the book //Videoconferencing Technology in K-12 Instruction: Best Practices and Trends// by Dianna L. Newman, John Falco, Stan Silverman, Patricia Barbanell. As described in the book and quoted below: The school’s virtual learning collaborator has capability to bring professors from area colleges/universities and their students together with teachers and children for the purpose of observing “real-time teaching” using a distance learning environment. Four classrooms (k-3) are equipped with corner-mounted cameras. The teacher is provided with a microphone and camera remote pack. A laser-tracking device follows the teacher’s movement in a limited range within the classroom. The microphone picks up conversations between the teacher and children. Typically the children know when the camera is on for an observation, but within minutes, they are usually absorbed in their work, easily ignoring the presence of the camera.

In conclusion, depending on the subject of the course, the type of observation, school district, students' demographics, observation can be done differently, specially with the changing technology, the best practice today may not fit in tomorrow.

Examples for ETEC Students The primary goal of an observation is to collect activities and physical data to improve teaching and learning. Observation was once limited to pencil and paper for recording notes in the field, whereas in the present, the invention of technology revolutionized the way information is captured, stored, and processed. The various ways to record observed information include video/audio recording/conferencing and photography. For instance a classroom observation technique called “momentary time-sampling” is when a teacher uses a timed cue to record the students behavior exactly at the time the cue goes off. The teacher writes down the behavior of the student and the student also participates in a self-assessment activity. A video camera records the students’ behavior occurring before and during the timed cue. Here are some other ideas about how the ETEC students can do with observation in their studies. 1. Instructional Design: ETEC students can make an instructional design project about how to use video conferencing and multi-modal technology tools to improve teaching and learning in the classroom by focusing on its observational assessments. 2.Front-end Analysis: If the ETEC student have locus of control over an educational system, he/she can also make a front-end analysis about the educational system and make some technology related implementation into the classroom observation. The “momentary time-sampling” technique serves as a good example. 3. Action Research: If the ETEC student is a classroom teacher, he/she can make action research in the field to exam the current classroom observation, and make improvement with the classroom observation technology. A video observation dissertation was done by one of PhD students right here at our College of Education.

=Limitation of Observation= (1) the observer v.s. the content expert The observers, specially in the type of passive observation, are not necessarily the content expert, and when they observer, they focus on the isolated teaching behaviors, without concern for the preceding and subsequent behaviors that they feel provide the context and meaning of the behavior. (2) Limitation of observing only the quantitatively measured covert behavior In most observational systems, the information from observation are generally limited–they can be used only to observe covert behavior that can be quantitatively measured. Furthermore, these observational systems make it difficult to record complex instructional behaviors. Take this scenarios as an example. You are observing in a classroom with couple of Chinese students, and they nod a lot and you thought they got all the information the teacher presented. However at the end of the class, the test result shows that those students who nodded didn't get what the teacher taught; however in Chinese culture, the students nod to teacher to show respect, and it doesn't necessarily indicate whether they really understand the content the teacher is teaching or agree with the teacher's opinion; as an observer, you cannot tell whether the Chinese students really understand the content by watching them nodding the head. (3) Behavior changes under observation The presence of an observer may change teacher or student behaviors, and resulting in reactive effects. Teacher anxiety or teachers performing less well than usual can interfere with the drawing of valid inferences about what normally occurs in the classroom. In addition, when the students are aware that their behaviors are being observed, they may behave differently specially when they are older.

=Annotated Bibliography= Allen, T. A guide to classroom observation and instruction: Opening day and subsequent observations by student teachers. Retrieved from http://www.humboldt.edu/~tha1/observ.html. A brief overview of classroom observation intricacies is laid out in this article dealing with classroom absenteeism. When there is a predetermined occurrence of classroom observation, observers will meticulously document the interpersonal interactions between the teacher, their aides, volunteers and students; all in a revolving, cyclical and varying relationships. Observation must be systematic and focused; some days or sessions may be focused on observing the class as a whole, while other days may be focused simply on teacher-volunteer interactions. It is recommended that observers gain a full awareness of the class dynamic before moving focus to individual students. Importance is placed on focusing on specific activities that the interpersonal interactions are derived from: The instructor is assigning and explaining homework; observe the proximity between the teacher and each student, is it close or far? Consideration of the ‘label’ of the class is important as it creates or influences a certain role expectation that the students tend to act out and the observers will note in a positive or negative matter. School specialists will be akin to subject matter experts, providing the researcher-observers details on students and other entities that may not inherently be explainable in field notes. The process of analyzing and recoding observation notes will help to stimulate recall and retention, and will help the observer to create variables to explain any sort of phenomenon within the observed classroom environment. It is of the utmost importance that all parties involved uphold confidentiality. This is a great, real example of the observation method.

Biocultural Diversity Learning Network. Participant observation. Global Diversity Fund. Retrieved from http://www.globaldiversityfund.net/participant_observation. This resource is an overview of the participant observation method. The content of this article is more attuned with an ethnographic study method, which is also a form of observation in a cultural-community setting as a participant observer that is unbeknownst to the participants. Participant observation, according to this source, is classified as a method of data collection of in-depth, holistic (whole) overview of a community being observed. The goal is to observe the people’s individual and collective knowledge, beliefs and practices, and their interactions with each other under the context of the community. Utilizing other qualitative methods with this method is also advisable. As a researcher, having a preemptive knowledge of the community and culture under study will enable one to gain a deeper awareness during observation, allowing for more accurate observation. This also allows the researcher to formulate questions that are more relevant and understood by the participants. Critics argue that this method is not truly representative of the culture studied; they believe that inherent researcher bias such as research goals and external factors such as gender, cultures, and beliefs may affect that actual observation and subsequent interpretation of field notes. This source also offers three exercises for the reader to partake in, allowing for them to begin building basic observational skills. Participation is defined to occur at varying levels: Non-participation, passive, moderate, active, and complete. Taking notes should be as accurate and detailed as possible, while analysis of data should involving coding of information into themes, subjects, and research relevance. Some advantages and things to remember about participant observation are listed: develop culturally relevant questions; establish relationships with ‘informants’; demands full time commitment from observer; and success depends on your ability to observe and participate effectively. An example of a completed participant observation from the field is listed at the very end of the source. The researcher in the example observed hunting in Borneo with the ‘Penan’ people, and her notes are rewritten to be a long, expansive, all encompassing, summative notation of her observations and experiences.

Griffee, D. (2005). Research Tips: Classroom Observation Data Collection, Part II. Journal of Developmental Education, 29(2), 36-39. Retrieved from Academic Search Premier database and persistent link http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19257069&site=ehost-live This is the source that was chosen as the assigned reading for the class on observation methods. This reading is a short summary detailing important aspects of the observation method. Important aspects include the types of observation techniques, positive and negatives of those techniques. Another important aspect is the reliability of peers who help to observe; they must be briefed on the observation by being trained and retrained if the observation is to take place in different capacities. Instances of observer bias can still be possible. A logbook can help record every step of the observation process including observer methods and participant behavior. A major issue that occurs here is the validation of data categories. For ease of validation, four categories are named: historical data, emotional reflection, descriptive data, and interpretive data. A teacher diary is one example of a logbook that can utilize these categories. A diary is relevant to the typical teacher conducting action research in a classroom environment. In analysis of data, look for themes and group interpretations in an organized fashion.

Grinter, B. Observation: What is observation, what does it involve? PowerPoint slides saved as a PDF document accessible from http://www.cc.gatech.edu/classes/AY2006/cs4803emp_spring/observation.pdf This source is a pdf with 18 slides pertaining to an overview of the observation method of data collection. The initial slide gives an overview of the presentation format: (1) introduction; (1A) what do you get and what is it?; (2) types of observation; (2A) Participation or observer; (3) common features of all types of observation; and (4) what should I observe and record?; (4A) what should I record, how, and what does it lead to? This source is a great overview and comprehensive enough to refer to as a guide to observation methods.

Minnesota State University, Minkato. Anthropology Methods. Retrieved from http://www.mnsu.edu/emuseum/methods/participant%20observation.html. This is a very straightforward guide to two specific types of observational methods. The methods include: Participant observation, and structured observation. In the former, observational researchers notate people’s behaviors on a daily basis, requiring him/her to immerse into a new “culture”. In the latter, observation is focused on people’s behaviors related to topics that have been identified and outlined beforehand by the researcher. In the process of participant observation materials like photographs, audiotapes, videotapes, transcriptions of question and answer sessions, materials on site like brochures and maps, and even thought processes of both researcher and participant can be analyzed. By being an active participant, a more in depth look into the culture of the people being studied is possible. In a structure observation, researchers focus on two different interests: to understand the process of a particular behavior, and the other is to measure how often individuals engage in a particular behavior during a span of time. Usually conducted with individuals who have become somewhat familiar to the researchers, observations will be focused, with certain givens already determined, and questions posited will be focused on other issues. One possible disadvantage, as with other observational methods, is reactivity, or the natural inclination of people to alter their behaviors in the knowledge of being observed by others. Data analyzed from individuals who demonstrate these phenomena is not valid. This article has helped to develop a basic foundation of observational research methods in our project.

University Teaching Development Centre. (2004). Improving teaching and learning: Peer observation of teaching. Victoria University of Wellington. Retrieved from http://www.utdc.vuw.ac.nz/resources/guidelines/PeerObservation.pdf. This is a comprehensive article that can assist the beginning observational researcher. It begins with a brief overview of what “peer review” of teaching is: an observational method that involves a peer of a teacher observing the interactions within the classroom. Such things as course design, classroom practice, and the observer will evaluate student learning. A form of action research, the goal is to use open discussion and fine-tuned critiques offered by the observer to the instructor to improve the quality of teaching and learning. These critiques are derived from the observations made, as many times even student evaluations, comments, and feedback may not cover several key components of their learning environment; things unseen by students such as course structure, instructional design, etc. A peer observer must be well informed and have had extensive planning of the activity, sometimes with the instructor, to ensure a smooth process. Preparation can also prevent some issues of poor reliability of data. Deciding on which aspects of the instruction in the classroom to focus on in the observation is key. Asking questions on student behavior, activity level, enthusiasm, etc. is a great strategy for preparing to observe a classroom dynamic. Agreeing on a timeframe for when and/or how long the observer will participate is important, as well as the capacity for which he/she will observe: a silent observer or an auditory, active one? Deciding to introduce or not to can affect student’s behavior and this is important to note. Checklists and notes based on criterions and frequent behaviors are helpful for the observer to utilize. A debrief session is needed as soon as possible following the session, to help both the observer and instructor to understand what was observed. This article contains very helpful reference items in the appendices to aid the beginning observational researcher.

Waxman, H. Classroom observation-Purposes of classroom observation, limitations of classroom observation, new directions. Retrieved from http://education.stateuniversity.com/pages/1835/Classroom-Observation.html A balanced critique of the pros and cons of the observation method of research is presented here using various case studies of action research, teacher-student environments. A call for observational methods may be due to a desire to describe and identify current practices, student achievement levels, and instructional problems very akin to the schemata of action research. Through observation, some studies highlight the importance of teacher-student interaction and their inherent effects on the eventual differences in student learning outcomes. Other studies highlight the differences observed in the occurrences of proactive questions asked between high-achieving students and low-achieving ones. Other studies highlight socio-economic status variables through observing resiliency levels of students from high and low SES backgrounds and how the former spends more time interacting with instructors, while the latter spends less time. With appropriate feedback derived from notes taken from observation, teachers can make positive changes to their educational approaches. However, the article also highlights issues of validity and reliability that may occur with observational methods. Gaining proper access and permissions also complicate this method of research. Some complex issues such as instructional behaviors may be difficult to record and transcribe. Lastly, issues of misuse of observational data and data being skewed because of participant awareness and alteration of natural behavior in students as well as teachers may occur. This is a great example of certain things to look for when observing.

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