Lesson Observations

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Lesson Observations

• Designing Observational Tools to Enhance the
  Effectiveness of Lesson Observations

GA Reading First, June 2007 Sara B. McCraw
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What Will We Discuss Today?

• Your experience using observation to inform
  professional development
• The need for observations
• Different types of observational tools
• How to design an observational tool
• Creating observational tools to match your needs

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What works well for you?

• In small groups, please share your successes and
  challenges with using observation to inform
  professional development needs
• Please be prepared to share one success and one
  challenge

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Why is there a need for observational tools?

• Requests from principals and/or state literacy
  coordinators
• Difficulty narrowing the focus of an observation
• Teacher requests for specific feedback
• Walkthroughs (Sharon and Mike)

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What are different types of observational tools?

• Innovation Configurations
• Checklists
• Likert Scales
• Time Sampling
• Qualitative Rubrics
• Qualitative Notes

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What are checklists?

• Checklists are a list of descriptive categories
  that an observer can mark as either present or
  absent during an observation. A checklist may be
  part of a time interval observation where the
  observer notes the frequency/amount of each
  category on the list noted during a designated
  time period.

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Sample Checklist (Morrow, 1998)
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What are Likert scales?

• A scale that provides the observer a range to
  measure the relative occurrence of specific
  categories. The scale typically ranges from not
  at all to high occurrence or some similar
  range.

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Sample Likert Scale

• Students share ideas with each other.
• Never Sometimes Frequently
• 1 3 5

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What is time sampling?

• Time sampling measures categories identified as
  reflective of the construct measured. Specific
  time intervals for measuring the frequency of
  occurrence for each category are predetermined,
  thus ensuring that each category is observed.

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Sample Time Sampling
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What are qualitative rubrics?

• A rubric where each category, designated as
  reflective of the construct being measured, is
  broken into two or more levels. Each level is
  described with enough detail to allow the
  observer to determine the rating that most
  closely matches what he or she is seeing.

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Sample Qualitative Rubric
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What are qualitative notes?

• Notes that an observer records related to
  pre-designated categories reflective of the
  construct measured. The notes are written at the
  observers discretion.

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Sample Qualitative Notes

• The students walk over and sit on the carpet,
  with only one reminder from the teacher, in
  preparation for a read aloud.

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What are some areas of focus for observational
tools?

• GARF Ideals
• Physical Environment
• Curriculum Materials
• Childrens Literature
• Instructional Schedule
• Assessment System

• Explicit Instruction
• Whole-Group Instruction
• Small-Group Instruction
• Independent Practice
• Management

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How do you design an observational tool?

• Sharon and Mikes walkthroughs
• Development of a co-created observational tool
  with a literacy coach and principal

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Sample Observational Tool
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How do you design an observational tool?

• Select and define a purpose/problem area
• Determine categories
• Select appropriate design (e.g., checklist,
  qualitative rubric)
• Begin designing the tool
• Problem solve

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What specific area would you like to focus your
observations on?

• Brainstorm a list of different purposes/problems
• Group together by common topic
• Work together to design an observational tool
• Record on chart paper

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What else should you consider?

• Amount of time available for the observation
• Who will use the observational tool
• Amount of paper required

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Sharing

• Post observational tools created around the room
• Take a gallery walk to see what others created
• Discuss ways to use observational tools in your
  own school

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Thank you!

• Sara B. McCraw
• University of Delaware
• sarab_at_udel.edu