6 classroom observation
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The document discusses educational research methods focusing on classroom observation. It explores why observation is used, what types of behaviors and interactions have been observed, and issues regarding reliability and validity in observation research. Key findings discussed include differences in time spent on task, teacher attention given to boys vs girls, and the relationship between academic performance and conformity to peer and teacher values. Challenges in observation research involve reactivity, representativeness, bias, reliability across observers and days.
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Classroom research involves the formal study of teaching and learning through close observation, collecting student feedback, and designing experiments. It aims to understand how students learn and respond to different teaching approaches. Common methods for classroom research include observations, uptake sheets, stimulated recalls, and diary research. These allow researchers to investigate learners' perceptions and gain insight into their interpretations of classroom events.
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This document discusses behavioral assessment approaches. It begins by defining behavioral assessment as focusing on interactions between situations and behaviors to effect change. It then provides a brief history of behaviorism and influential theorists like Pavlov, Skinner. Key aspects of behavioral assessment are that it views test responses as samples of behavior and uses functional analysis models like SORC and ABC to understand behaviors. Common behavioral assessment methods described include behavioral interviews, observational techniques, controlled performance, self-monitoring, role-playing, inventories, and cognitive-behavioral assessments.
L2 pragmatics M1 MEEF classroom research
This document summarizes key points from a classroom lecture on second language pragmatics. It defines pragmatics and discusses why language teachers should be interested in it. It outlines how pragmatics can be studied, including through classroom observations of requests during a school placement. Students are instructed to observe examples of requests in English or French during their first placement and to design a teaching activity on requests for their second placement to contribute to research in this area.
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This document provides guidance on classroom observation and supervision for the purposes of teacher development. It discusses collecting objective observational data through field notes and the OIOS method of recording observations, inferences, opinions, and suggestions. The observer's duties include supporting inferences and opinions with verifiable data, checking interpretations with teachers, and providing feedback to improve teaching effectiveness. Feedback should be structured and consider individual teacher differences such as learning styles, career stage, skills, willingness to change, and institutional constraints. The overall goal is to enhance teachers' performance through objective observation, analysis, and facilitative feedback.
Observation methods of data collection in behavioral science
This document outlines the observation method of research. It defines observation as the systematic description of events, behaviors, and artifacts using the 5 senses. The goals of observation are described as descriptive, analytic, predictive, or creative. Different types of observation like participant, structured, and unstructured are discussed. Key steps in observation include obtaining ethics approval, recording field notes, analyzing data, and writing conclusions. Challenges like bias are addressed, as are guidelines and limitations of the observation method.
Behavioral assessment - Clinical Psychology
Behavioral assessment focuses on interactions between behavior and environmental situations to effect change. It emphasizes direct observation of problematic behaviors, antecedents, and consequences to understand context and causes. The SORC model conceptualizes problems in terms of Stimulus, Organism, Response, and Consequence. Behavioral assessment methods include interviews, observations in natural and controlled settings using tools like checklists, self-monitoring, and role-playing. Reliability and validity depend on factors like behavior complexity, observer training, content and construct validity, and reactivity.
Observation method (2)
The document defines observation as the systematic recording of behaviors, objects, and events to learn about a phenomenon. It classifies observation as structured vs unstructured, disguised vs undisguised, and natural vs contrived. Various observation methods are described such as personal observation, mechanical observation, audits, content analysis, and trace analysis. Each method is evaluated based on factors like degree of structure, ability to observe naturally, and analysis bias. Advantages of observation include measuring actual behavior while disadvantages include inability to obtain reasons for behavior and potential biases.
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Annette Williams
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INTRODUCTION
The future professional role would be an early childhood educator to teach both Science and English. This would educate students through lectures and hand-on learning with adherence to the curriculum. The setting would be the classroom whereby it would ensure that there is a happy environment for all students. It would be good to act as a role model and a mentor by encouraging students to learn and ensuring that they do not face challenges such as depression or discrimination which would inhibit their learning. This would ensure that interacting with students more often and learn about their families. Maintaining good relationships with their families and having frequent communication would be a good way to understand any challenges the students could be facing. The current experience is helping kindergarten students learn social studies while the previous experience in helping students complete their homework. The future goal is to help improve the performance of students in science. Comment by Juliet Krummick: perfect
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6 classroom observation
- 1. Educational Research Methods BA Education Studies BA (Ed) Education (Classroom) Observation
- 3. Groupwork in primary schools Galton and Patrick, 1990 Findings from PRISMS
- 4. Changes in time ‘on task’ Galton et al., 1999
- 5. Teacher attention received by girls and boys
- 6. Wait times How long should you wait for for an answer? ? ? ? ? ? ? ? ? ? ? ?
- 17. Groupwork in primary schools Galton and Patrick, 1990 Findings from PRISMS
- 18. Changes in time ‘on task’ Galton et al., 1999
- 19. Teacher attention received by girls and boys
- 20. Wait times How long should you wait for for an answer? ? ? ? ? ? ? ? ? ? ? ?
Editor's Notes
- Galton, M. and Patrick, H. (eds.) (1990) Curriculum Provision in Small Primary Schools . London:Routledge.
- Galton, M., Hargreaves, L., Comber, C., Wall, D. and Pell, A. (1999) Inside the Primary Classroom: 20 Years on. London: Routledge. (p90-91)
- Galton, M., Hargreaves, L., Comber, C., Wall, D. and Pell, A. (1999) Inside the Primary Classroom: 20 Years on. London: Routledge.
- Wiliam D. (1999) 'Formative Assessment in Mathematics. Part 1: Rich Questioning‘. Equals: Mathematics and Special Educational Needs, vol 5, no 2, 15-18.
- On the previous slide: 1.) What was the exact wording? 2.) How many ‘?’s? 3.) Notice anything odd?
- Foster, P. (1996) Observing Schools: a methodological guide . London: Paul Chapman. (p89-91)
- Foster, P. (1996) Observing Schools: a methodological guide . London: Paul Chapman. (p91-2)
- Gall, Borg and Gall (1996: 339-342)
- Galton, M. and Patrick, H. (eds.) (1990) Curriculum Provision in Small Primary Schools . London:Routledge.
- Galton, M., Hargreaves, L., Comber, C., Wall, D. and Pell, A. (1999) Inside the Primary Classroom: 20 Years on. London: Routledge. (p90-91)
- Hargreaves, D.H. (1967) Social Relations in a Secondary School . London: Routledge and Kegan Paul ( p159)
- Hargreaves, D.H. (1967) Social Relations in a Secondary School . London: Routledge and Kegan Paul ( p188)