Observation Power Point Presentation 9 10 2010


Published on

Example of Professional Development Workshop designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.

Observation Power Point Presentation 9 10 2010

  1. 1. Observation<br />Who, What, When, Where, How & why<br />Presented by: Lillian Vania, MEd September 29, 2010<br />
  2. 2. Williamstown Community Preschool September 29, 2010<br />Name:<br />2 hours: Observation, Assessment, and Planning for Individual Need<br />Presenter: Lillian Vania, MEd<br />Observation<br />Who, What, When, Where, How & why<br />
  3. 3. Welcome<br />Observation<br />Observation Exercise<br />Why observe?<br />
  4. 4. The Why of Observation(Purpose or Rationale)<br />The primary tool for gathering evidence and notes for later use for analyses, decisions, judgments, and evaluations. 1 <br />A quantitative method of measuring classroom behaviors.<br />To study a specific ability or behavior.<br />Provide information about children, their development, needs, talents, and their environment. 2 <br />Classroom observation- Purposes of Classroom Observation, Limitations of Classroom Observations: Students research teachers teaching observational found classroom behaviors<br />www.newchildcare.co.uk/rationale.html <br />
  5. 5. The rationale for child observation is to: <br />Learn more about:<br />Child development:<br />Areas: social, emotional, cognitive, physical<br />Sequence: sit, stand, walk, run, <br />Milestones: age range<br />The individual child:<br />Identifying the individual child’s stage of development<br />The range of the individual’s development within the group<br />The child’s individual needs, personality, and talents<br />The child’s health<br />Children’s behavior and effective ways to manage behavior<br />How children learn<br />Identifying sensory or physical difficulties<br />Developing and maintaining a safe and stimulating environment<br />The Why of Observation(Purpose or Rationale)<br />The rationale for child observation is to: <br />Provide information for:<br />Written documentation about the development of an individual child<br />Formal assessment of a child’s learning:<br />Forerunners<br />Emerging skills<br />Moving through stages as school year progresses<br />Planning curriculum<br />
  6. 6. Children<br />Child: [chahyld] noun, plural chil·dren<br />a person between birth and full growth; a boy or girl<br />The most rapid phase of a child’s development occurs in their first five years of life. These early years are when the brain grows the most: 85% of children’s core brain structure is developed by the age of four.<br />This provides the foundation for children’s future health, academic success, and social and emotional well being.<br />The Who of Observation<br />www.childrennow.org<br />
  7. 7. The Where of Observation<br />Environment<br />Thinking critically about your environment<br />Where does observation occur?<br />Does your environment always provide you with what you need to see?<br />What are changes you have done to your environment to foster observation?<br />
  8. 8. How do you know what to observe?<br />Scripted or Required<br />Creative Curriculum Developmental Continuum<br />Unscripted<br />Intuitive<br />Do these two approaches of what to observe work together or separately?<br />Picture Exercise<br />What are you observing in the picture that fits on the continuum?<br />What else are you observing in the picture that does not fit on the continuum?<br />Why is unscripted observation important?<br />The What of Observation<br />
  9. 9. Observe from a distance without the child knowing they are being observed.<br />Avoid making assumptions<br />Which statement is correct?<br />Annie never shares.<br />Annie has difficulty sharing.<br />Quick note card exercise: <br />Write down an assumption statement/ pass it to your left/ rewrite the sentence to remove the assumption/ share with group<br />Avoid labels<br />Avoid conclusions you are not qualified to make<br />Do not compare children. Remember they develop at different rates<br />Be objective<br />Objective observations state the facts.<br />It can be difficult to remain objective ( we are human, after all)<br />Do not be subjective<br />Subjective observations state an opinion of the observer<br />Identify diversity: children’s talents and needs to succeed in an educational setting<br />The How of Observation<br />
  10. 10. Planned Observation<br />Choosing when to observe “piggybacks” on the previous concept of scripted versus unscripted observation.<br />Schedule ahead of time and addresses: who, what, why, where, and when <br />Develop a routine and system:<br />For example:<br />Method used to track outcomes to input data into creativecurriculum.net<br />Method used to collect and file paperwork for portfolios<br />Prompts may be used to spur a purposeful action on the parts of the children.<br />For example:<br />Putting specific fine motor activities on tables during center time<br />Hands on activities often found in an early educational setting<br />Prompts have clear value toward assessing achievement via the quality of the skills demonstrated or questions and explanations vocalized by the children as they progress through a task.3<br />The When of Observation(Planned and Spontaneous Observation)<br />3. The Eliciting Prompt: Initiating Student Questioning via Spontaneous Observation: LearningLeads, 2004 Designed Instruction, LLC, http://www.designedinstruction.com/learningleads/eliciting-prompt.pdf<br />
  11. 11. Spontaneous Observation<br />Choosing when to observe “piggybacks” on the previous concept of scripted versus unscripted observation.<br />Group discussion:<br />When does spontaneous observation occur?<br />How does spontaneous observation influence planned observation?<br />What is the end result of these four concepts?<br />Scripted<br />Unscripted or intuitive<br />Planned Observation<br />Spontaneous observation <br />Understanding of the whole child<br />Assessment <br />Communication with parents<br />The When of Observation(Planned and Spontaneous Observation)<br />
  12. 12. The Next Step: Assessment<br />What do we do with all of this information gathered during observations?<br />Communicate learning and growth of child to parents<br />This is the focus for the 2nd workshop on October 13th<br />Quick overview of workshop<br />Purpose of assessment<br />Types of assessment<br />Narrative<br />Portfolio or Work Sampling<br />Reporting assessment<br />Required format<br />Expanding upon the required format<br />Who is my audience?<br />Is the audience homogeneous or heterogeneous?<br />What does my audience already know?<br />Developmental milestones versus chronological age<br />Next step: Child Study<br />Using observation, assessment, and teacher expertise to describe children in full and balanced ways. A focus on a complex approach of understanding complex human beings; the children who enter our classrooms everyday.<br />