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.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
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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 IS CLASSROOM OBSERVATION?
documenting life inside the classroom
procedures in data collection during actual
lessons by
watching
listening
recording
4. WHAT IS CLASSROOM OBSERVATION?
manual data
participant
collection – open-ended
observation –
electronic data observation –
nonparticipant
collection focused observation
observation
5. 2. WHY DO WE 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 CAN WE 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 TO CODE 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 TO CODE 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 AN OBSERVATION 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
14. EXAMPLE OF AN OBSERVATION SYSTEM: COLT
obtained data reliable but:
categories given are ideologically loaded
categories mirror assumption that
communicative teaching facilitates effective
learning best
15. OBSERVATION SCHEMES: GENERAL CONSIDERATIONS
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 FOR CAPTURING 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