Module 3.2
CONDUCTING CLASSROOM OBSERVATIONS
The plan requires that when conducting a classroom observation that a pre-conference and post conference component be included. Faculty members may provide suggested times and classes for the evaluator to observe. Prior to the pre-conference, faculty members are expected to submit a current course syllabus or outline of the class to be observed. This information will be helpful in understanding the focus of the class, the instructional objectives being delivered and the expected student outcomes. On page 6 (hard copy) and Appendix D of the plan details the responsibilities and guidelines for conducting the classroom observation.
The Observation/Refection Cycle below identifies the five components of the classroom observation process.
The Pre-Observation Conference should happen in close proximity to the actual observation date. The FDRP notes that during the pre-conference, the faculty member and evaluator will discuss:
* in general, the overall process of the evaluation, the teaching approaches used in other courses compared to the course to be observed;
* in particular, the instructional objective(s) for the instructional session to be observed, and the strategies used to accomplish the objective(s); and,
* the best block of instructional time to observe where the four categories of the standards (motivation, interpersonal skills, knowledge base, and it's application) can be addressed.
The evaluator is expected to spend at least 50 minutes observing. Notes and material gathered during the pre-conference are to be used as part of the information to answer the four questions listed on the instructional observation form.
The following form and questions are suggested for use during the pre-observation conference. These forms and questions are not required and are only offered as one way to organize and document the pre-observation conference.
Faculty Member :____________________ Date:____________
Date of Observation:_____________ Class/Time:________
1. Where are you in the course (syllabus and/or class outline submitted)?
2. What is/are your objective(s) for the lesson to be observed?
3. What teaching methods do you plan to use?
4. How do these methods compare to other courses you are teaching?
5. What student outcomes are you teaching for in this class?
6. Are there any particular teaching/learning behaviors that you especially want me to focus on?
7. How are you going to know if the students have learned the objective(s)?
8. What special characteristics of the students do you want me to be aware of?
In Appendix D the three different instructional observation forms are described (You may also download them). Evaluators should be aware of the questions on these forms so that during the observation information relevant to each question can be gathered.
During the observation, the evaluator will take notes which will be used to answer the four questions on the instructional observation forms. The four questions, and information from the pre-conference then frame the observations of the evaluator.
As soon as possible after the observation, it is suggested that evaluators code the information contained in their notes. Identify data that corresponds to the four questions of the instructional observation form:
1. Was the lesson organized and clearly presented.
2. Describe the level of student interest and participation.
3. Describe the quality of interpersonal relations between the instructor and students.
4. What was particularly effective about the instruction? What specific suggestions would you make concerning how instruction could be improved?
5. Is there a link between the observation data and the information contained within the student ratings and the faculty member's self-appraisal?
In Appendix D there are guiding questions under each of the four major areas for observation and there is an example of a completed instructional observation form for a satisfactory performance. While information from the faculty member will be important to consider before finalizing this report, the evaluator should have specific comments concerning each question prepared prior to meeting in the post-observation conference.
The post-observation conference should be scheduled as soon as possible following the observation. During the post-conference, the goal is not just to report to the faculty member your observations, but it can also be used to structure a dialogue about teaching and learning. Again, the following form and questions are suggestive and do not need to be used. They are offered as one way to establish a collaborative discussion about the lesson in particular, and teaching and learning in general.
Faculty Member:_________________________ Date:___________
Date of Observation:______________ Class/Time:__________
Part I: Teacher Reflection
1. In light of your instructional objectives, how do you think the class went?
2. Did the students learn what you wanted them to? How do you know?
3. Were the choices of teaching methods or strategies effective? How do you know?
5. Were the material you used helpful? How do you know?
6. If you could teach this lesson over again to the same class:
a. What would you do differently? Why?
b. What would you do the same? Why?
Part II: Observer Reflection Dialogue
The following steps may be used to engage faculty members in a reflective discussion concerning their instructional practices:
1. Use the Instructional Observation form to share your comments about the four questions, including what suggestions you would make for improvement. Engage the instructor in a dialogue about their interpretation of such observations. Provide concrete examples from your notes, if needed.
2. Explicitly make the connection between teaching behaviors and student learning (particularly those related to focus area selected in pre-conference).
3. Mutually assess the effectiveness of the lesson. Use your notes and the faculty member's interpretations to close any gaps that may develop between yours and their perception of the lesson.
4. Solicit and discuss alternative teaching strategies to extend instructor's repertoire.
5. Reinforce selective effective teaching strategies.
6. Summarize any changes that will be added to the Instructional Observation Form which will become part of the evaluation documentation.
For First Time Evaluators. If this is the first time you have been responsible for conducting an observation at the college level, it is suggested that you work with the Dean to either view video tapes and critique these lessons or you and another practiced supervisor conduct a actual observation together not on one of the faculty members you will be expected to evaluate this year. In this way you can compare your observations with another person and develop confidence when observing faculty members.
The following three examples of written classroom observation reports are designed to help you think about the differences in instructional quality and effectiveness, and how to write your response to question four on the form. Please read the information provided for each example and then your response for question four which addresses each one of the four categories of standards: motivation, interpersonal skills, knowledge base, and knowledge base applied.
Examples:
CLASSROOM OBSERVATION FORM
Instructor Observed___________________________________________ Date______________
Course and Section____________________________________________
Number of Students Present____________ Observer__________________________________
EXAMPLE 1: Dr. Bright
1. Was the lesson organized and clearly presented? (goals, objectives, sequencing of information, etc.)
The instructor clearly and concisely introduced the major objectives of the lesson, and effectively summarized the presentation within the context of the pre-stated objectives. Major ideas of the presentation were clearly presented to the class at an appropriate pace to assure understanding as evidenced by classroom discourse. Class time was used effectively for making major points and for drawing logical connections between the generalities and specifics of the material. A number of teaching technologies, handouts from transparencies, board illustrations, and a computer simulation, were used to facilitate assimilation of the concepts presented.
2. Describe the level of student interest and participation. (motivation, evidence of learning, etc.)
The instructor checked at intervals to make sure the students were understanding the concepts. The instructor would ask how does this concept relate to our prior session, or simply question, “What does this mean?” Students felt comfortable interrupting for clarification or to share an understanding about the concepts presented. The instructor used a variety of instructional strategies to accommodate different ability levels and different learning styles. In addition to using handouts, board illustrations, and computer simulations, the instructor had the students working in small groups on problem solving. Also, the students, who quickly got the concept, were asked to share their findings and the process of discovery with the other students. If concepts needed re-explaining, the instructor would use analogies and associations other than what was previously introduced. The enthusiasm the instructor showed for the subject was also shared by the students.
3. Describe the quality of interpersonal relations between the instructor and students? (rapport, respect, etc.)
The instructor had structured the class so that it was student-centered. Student responses were woven into the framework of the lesson. The instructor used a variety of approaches to encourage student response and participation. Students participated as both learners and teachers. On one hand, students did not hesitate to ask for clarification on a concept or statement; on the other hand and in a respectful manner, they challenged the instructor or their student colleagues by sharing their point of view or belief. Overall, the instructor set the tone of a highly respectful attitude by eliciting courteous remarks, speaking directly to the students, and modeling positive behavior during debate or when an opposing viewpoint was offered. The instructor also ensured that cooperative learning would take place in the class by having students share their thinking in large and small groups.
FINAL SUMMARY.........WHAT WOULD YOU WRITE ABOUT THE PRECEDING OBSERVATIONS?
4. What was particularly effective about the instruction? AND What specific suggestions would you make concerning how instruction could be improved?
Try to write to the four categories of standards: motivation, interaction with students, knowledge base, knowledge base applied.
CLASSROOM OBSERVATION FORM
Instructor Observed___________________________________________ Date______________
Course and Section____________________________________________
Number of Students Present____________ Observer__________________________________
EXAMPLE 2: Dr. Mixed
1. Was the lesson organized and clearly presented? (goals, objectives, sequencing of information, etc.)
The instructor introduced the major objectives of the lesson and followed a lesson plan. Major ideas, identified, developed, and summarized during the class session were delivered with a consistent flow. The class session was well organized. Major concepts were written on the board, no other aids were used to supplement the lecture.
2. Describe the level of student interest and participation. (motivation, evidence of learning, etc.)
The instructor did not encourage the students to question the information being delivered, and he rarely checked to see if the students understood the concepts being presented. The instructor's standard instructional strategy was lecturing but occasionally he would write or illustrate on the board. The instructor showed enthusiasm for the subject, but failed to communicate that enthusiasm in a manner that students could share as evident in the lack of excitement in the students.
3. Describe the quality of interpersonal relations between the instructor and students? (rapport, respect, etc.)
Student participation, such as note taking and listening, was appropriate; but verbal exchanges pertaining to the subject matter were very limited. The instructor demonstrated respect toward the students as evidence by speaking directly to them. Very few of the students asked for further clarification, and none offered opposing view points. There was no demonstration of students trying to help each other understand the concepts.
FINAL SUMMARY.........WHAT WOULD YOU WRITE ABOUT THE PRECEDING OBSERVATIONS?
4. What was particularly effective about the instruction? AND What specific suggestions would you make concerning how instruction could be improved?
Try to write to the four categories of standards: motivation, interaction with students, knowledge base, knowledge base applied.
CLASSROOM OBSERVATION FORM
Instructor Observed___________________________________________ Date______________
Course and Section____________________________________________
Number of Students Present____________ Observer__________________________________
EXAMPLE 3: Dr. Knowitall
1. Was the lesson organized and clearly presented? (goals, objectives, sequencing of information, etc.)
The instructor's objectives for the class session were difficult to discern and there was not an apparent lesson plan. Major ideas of the session were poorly defined and communicated, making it difficult to develop and summarize the presentation. The pace of the class was erratic. The instructor read from a book, and when he wrote on the board, his back was toward the class the entire time.
2. Describe the level of student interest and participation. (motivation, evidence of learning, etc.)
The instructor never solicited student feedback and allowed little time for questions. It appeared that the instructor was more intent on delivering than on engaging students in meaningful ways to discuss the concepts. Most of the time the instructor read from a book or his notes and did not attempt to illustrate the concepts verbally or in writing. It was difficult to discern if the instructor was enthused about the subject, and students spent most of their time looking confused, chatting, or daydreaming.
3. Describe the quality of interpersonal relations between the instructor and students? (rapport, respect, etc.)
There was little evidence of student interest in the class as demonstrated by little note taking and a low attentiveness. Private discussions were in progress during a good part of the lesson. Sharp verbal exchanges occurred between instructor and students and among students such as, "Please pay attention. I think you all should take notes......remember your last quiz scores." Often the instructor talked down to the students and avoided allowing time for questions.
FINAL SUMMARY.........WHAT WOULD YOU WRITE ABOUT THE PRECEDING OBSERVATIONS?
4. What was particularly effective about the instruction? AND What specific suggestions would you make concerning how instruction could be improved?
Try to write to the four categories of standards: motivation, interaction with students, knowledge base, knowledge base applied.
Practice Exercise Two: Analyzing a Teaching Episode
(10 minute video for analysis as a class observation)
