Classroomobservation 111222171640-phpapp01

CLASS ROOM OBSERVATION

PRESENTERS1. Md. Arman

2. Kawser Ahmed

3. Md. Jahirul Islam

4. Md. Muktar Hossain

OVERVIEW

1. Classroom Observation (CO)

2. Purposes of CO

3. How can we carry out CO?

4. Advantages of CO

5. Limitation of CO

WHAT WOULD HAPPEN IF AN ANT TRIES TO WALK AROUND IT? OR WHAT DO YOU THINK ABOUT THE CIRCLE?

1. WHAT İS CO?

documenting life inside the classroom procedures in data collection during actual

lessons by watching listening recording

WHAT IS CO?

manual

data collection

– electronic

data collection

participant observatio

n, nonpartici

pa-nt observatio

n

open-ended

observation –

focused observatio

n

THE CONCEPT OF CO

Set an aim planning Use observation tool

classroomDescribe the student action and teacher action

Explain the behavior and give a judgment

Feedback Professional growth

2. WHY DO WE CARRY OUT CLASSROOM OBSERVATİON?

Description of instructional process Development of teaching practice Evaluation of teacher Evaluation of Program Evaluation of Intervention

Evaluation of Professional Development

Classroom Observation allows an instructor to:

Receive feedback from an objective, experienced observer

Engage in context-specific discussions about .teaching with a consultant

3. HOW CAN WE CARRY OUT CLASSROOM OBSERVATİON?

basic approaches ethnographic narratives transcriptions observation systems to code data

quality control

QUALİTY CONTROL – THREATS TO OBSERVATİON QUALİTY

Validit

y

Adequate

Capture of

Events

Observer

Effect

Reliability

Technical

Issues

QUALİTY CONTROL – THİNGS TO CONSİDER

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)

OBSERVATION SHEET

ADVANTAGES OF CO The opportunity for reflective dialogue with and among teachers. An increased sense of shared responsibility. An increased focus on student achievement. An increased trust and collegiality among staff. Participation in a professional and collaborative learning community. A cadre of self-reliant, confident teachers who love teaching. Enriched teacher efficacy Participation in a professional and collaborative learning community

An opportunity to engage in reflective dialogue about their work. The focused classroom support Improvement of classroom practices Support from an "expert" (peer) who understands the daily demands of the

classroom Satisfaction with one's work Reduced job stress, especially for the new teacher A welcoming atmosphere for new teachers The comfort of knowing that someone is available to help, explain, and assist

Increased collaboration among teachers The establishment of a professional learning

community An increased focus on student achievement Enthusiasm for the teaching profession

LIMITATION OF CO

The limitation of CO can be categorized into three subsections

1. theoretical & epistemological criticism

2. methodological concern &

3. pragmatic concern

THEORETICAL & EPISTEMOLOGICAL CRITICISM

“It is possible to identify, control and manipulate specific outcome of teaching by altering selected aspects of a teacher’s overt behavior”

Tom Popkewitz et al (1979)

METHODOLOGICAL CONCERN

The presence of observer may change T’s or S’s real & daily activities

The reliability & validity of observational systems is a primary concern

generic

PRAGMATIC CONCERN

It demands more time The observer needs training Access to classroom may be restricted

CONCLUSION

There is little doubt that classroom observation can be a valuable tool in giving us a more comprehensive picture of what actually happens in class and help attain a higher standard of teaching and more effective teaching methods. Teachers who share this view of academic research will surely find classroom observation closer and more interesting, as its main objective is to encourage reflection and, by that, unearth strategies which will improve teaching.