• Example: The P.E teacher watches students on the ball field as they play a baseball game. Even though students are intent on winning the game, the teacher gathers important insights about their abilities to hit or field the ball. Math teacher observes as students in a group create graphs on the computer to represent the data they collected for their research project.
• carefully define the behavior or Fourth skill plans to Second • Provide observe and opportunity for the• develop a form • Practice of checklist in observing • Get an observed students to show to the collecting your the students expert teacher the skill or data. behavior being and the observed planned behavior and Third skills. First FIFTH SIXTH Review the Record the observationsBack to data after the immediately MC observation
Name : Maria Theresa LeonoraDate: April 1, 2006Time: 9:45 amSubject: EnglishEvent: Short Quiz The class was taking the examination, when Theresa anxiouslyopened her notebook to the page were answers about the quiz can befound off.
• Think carefully about what do you like to observe: • What behaviors will I look for? • What is an appropriate number of behaviors to observe that will tell me what I need to know about the students without overwhelming me? First • What activity or context will give the students the best opportunity to show me the behaviors? • Developed your definitions and formatted the checklist, practice observing several times to make sure your definitions hold upSecond and your checklist is easy to use. • Focus carefully when conducting the observations to avoid distractions.Third • When reviewing the data after observation, be sure that you Back to MC have completed everything in the checklist that you intended toFourth and that you can clearly interpret what you wrote at a later time.
STOP!:AVOID DOING THESE…….. Scoring a student lower than average if the previous Allow an student outstanding Judging the observation Avoid the or lesser student was Scoring too extremes of feature of according to outstanding leniently or the scale and one a personal or scoring atoo severely. scoring at the performance stereotype or student average to influence strongly held higher than the scoring of attitude. average if the other factors. previous Back to student MC observation was not successful
INTERVIEWS:A Direct Means for GettingTo Know Students
• Plan carefully to the questions to be asked • Selecting manageable materialsBefore the • Consider the context that will make theInterview student most comfortable to respond • Select the context to elicit • Create a data collection tool • Practice with the tool createdDuring the Interview • Focus carefully to avoid distraction. Back toAfter theInterview • Review the notes gathered ASAP MC
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