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Classroom observation
This document discusses classroom observation as a research method for studying language learning. It defines classroom observation as documenting lessons through watching, listening, and recording. Classroom observation is important because it focuses on both learning outcomes and processes. The document outlines different approaches to classroom observation, such as ethnographic narratives, transcriptions, and coded observation systems. It provides examples of observation systems and discusses important considerations for ensuring quality observation, such as selecting appropriate categories and obtaining reliable data.
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Classroom observation
- 1. CLASSROOM RESEARCH CLASSROOM OBSERVATION STEFAN RATHERT
- 2. OVERVIEW 1. What is classroom observation? 2. Why do we carry out classroom observation? 3. How can we carry out classroom observation?
- 3. 1. WHAT ISCLASSROOM OBSERVATION? documenting life inside the classroom procedures in data collection during actual lessons by watching listening recording
- 4. WHAT IS CLASSROOMOBSERVATION? manual data participant collection – open-ended observation – electronic data observation – nonparticipant collection focused observation observation
- 5. 2. WHY DOWE CARRY OUT CLASSROOM OBSERVATION? SLA research does not only focus on results focus is on result and process classroom interaction is essential
- 6. 3. HOW CANWE CARRY OUT CLASSROOM OBSERVATION? basic approaches ethnographic narratives transcriptions observation systems to code data quality control
- 7. ETHNOGRAPHIC NARRATIVES not only record of utterances but also description of classroom dynamics/atmosphere time-consuming to produce requires high-quality recording equipment and/or note taking skills
- 8. TRANSCRIPTIONS provides detailed evidence on specific aspects of classroom interaction can be analyzed through coding (category systems) time-consuming
- 9. OBSERVATION SYSTEMS TOCODE DATA use of categories students’ and/or teacher’s behaviours are documented focuses the attention on research questions very abstract, does not indicate sequences or length of interaction
- 10. OBSERVATION SYSTEMS TOCODE DATA: SELECTING AN OBSERVATION SCHEME check of a behaviour every time or at regular intervals? high- or low-inference categories? possible to assign an utterance to more than one category? designed for use in real time or with audio- /videotape recordings? designed for research or teacher education? focus of the instrument
- 11. EXAMPLE OF ANOBSERVATION SYSTEM: COLT Communicative Orientation to Language Teaching influenced by communicative approaches in FL learning designed to meet the needs for research on relationship between teaching and learning designed to develop psycholinguistically valid categories for classroom observation has two parts: Classroom Activities and Classroom Language
- 12. EXAMPLE OF ANOBSERVATION SYSTEM: COLT PART A
- 13. EXAMPLE OF ANOBSERVATION SYSTEM: COLT PART B
- 14. EXAMPLE OF ANOBSERVATION SYSTEM: COLT obtained data reliable but: categories given are ideologically loaded categories mirror assumption that communicative teaching facilitates effective learning best
- 15. OBSERVATION SCHEMES: GENERALCONSIDERATIONS no totally objective classroom observation scheme observation schemes show tallies (frequency) not the interaction itself, i.e. the language used in interaction particularly elaborate schemes require trained observers complementary to transcriptions/ethnographic narratives
- 16. OBSERVATION SYSTEMS FORCAPTURING SOCIAL ASPECTS not part of traditional SLA research but of value Seating Chart Observation Records (SCORE) analysis of interpersonal relationships in the classroom, e.g.: Who speaks to whom? Who initiates verbal turns? Who responds? provide no information about language, length of turns, accuracy or fluency
- 17. QUALITY CONTROL –THREATS TO OBSERVATION QUALITY validity observer technical effect issues adequate capture of reliability events
- 18. QUALITY CONTROL –THINGS TO CONSIDER check location beforehand check technical equipment acclimate participants to observation, build up trust reach an agreement with other observers match the categories for the observation to the research questions do a pilot study provide methods triangulation (e.g. observation scheme + field notes + stimulated recall)
- 19. REFERENCES Fraenkel, J.R & Wallen, N.M. (2006) How to Design and Evaluate Research in Education. Boston: McGraw-Hill Hopkins, D. (2002) A Teacher’s Guide to Classroom Research. Berkshire: Open University Press McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates Nunan D. & Bailey K. M. (2009) Exploring Second Language Classroom Research - A Comprehensive Guide. Boston: Heinle Cengage Learning Taggart, G.L. & Wilson A.P. (2005). Promoting Reflective Thinking in Teachers. 50 Action Strategies. Thousand Oaks, California: Corwin Press