MKEA Conference Workshop # 6 Skills necessary to support classroom observations

1. MKEA ConferenceWorkshop # 6Skills necessary to support classroom observations Eleonora Villegas-Reimers Wheelock College April 7, 2014

2. WELCOME EVERYONE!! Brief introduction of the topic, the workshop, and the presenter

3. At the end of this workshop, participants will be able to: • Record naturalistic observations of young children’s behavior in objective, reliable and valid ways; • Use observation records of children’s behavior to assess children’s learning and development and as a basis to partner with parents in supporting their children’s learning; • Use observation records of children’s behaviors to inform and assess their own teaching and curriculum development • Explain the importance of using observations as an instructional tool that informs curriculum development, lesson plan implementation, and assessment of children’s learning • Explain the different ways in which administrators, teachers and instructional assistants can support each other in developing their observation skills.

4. Let’s watch this video and tell me what you think • http://www.youtube.com/watch?v=RP4abiHdQpc

5. Can you tell me what you learned about: • The child’s development: motor, cognitive, emotional, social, language? • The father’s interaction with the child

6. Now let’s watch this one • http://www.youtube.com/watch?v=p1R2vha7Ytc

7. And again, what can you tell me about: • The older girl’s development: motor, language, cognitive, social? • The role of the adult in this interaction?

8. Learning how to observe, record observations, and use those records

9. Background information • Observation skills: Learning what to see, hear and pay attention to • Recording skills: Learning how to document children’s behaviors • Recording observations: Learning how to document children’s behavior, what we see and hear

10. What is observation? • Observation is a technique of data collection: we document what we (the observers) witness. • Observation in care and education settings is a tool that allows educators: • To keep track of children’s development and learning; • To plan curriculum accordingly; • To monitor one’s teaching effectiveness.

11. For observations to be helpful, they must be: • Objective: They must be records of behavior only, not of your interpretation or assumptions of the behavior • Reliable: If two people are observing a child, they should be able to report the same behavior in the same way. • Valid: They should record behavior that really represents what we are trying to learn about

12. Types of observation records • Behavioral event records • Running records • Structured observations • Anecdotal observations

13. Different ways of recording observations: • With a camera (photo): what we see • With tape recorders: what we hear • With video cameras • With pencil and paper • With charts (we check behaviors we see or hear)

14. Determining the focus of an observation record • How do we decide what to focus on? • Focusing on a child vs. a group of children • Focusing on a particular set of behaviors • Deciding prior to starting to record the observation vs. deciding on the spot

15. Practical aspects of recording observations • What do we need in order to record observations that are usable? • Tools needed (paper, pencil/pen; tape-recorders, cameras (video and photograph) • How different tools may impact the observation record differently • Deciding on “best times” to complete observations during a regular day

16. Practical aspects of recording observations • Deciding on participant vs. non-participant observations: pros and cons • Where does the observer stand/sit in relation to the object of observation (where do you stand? Sit?)

17. Practical aspects of recording observations • Tips to keep in mind when recording paper/pen records: • Scribble notes, not full sentences • Write full record as soon as possible (as to remember all abbreviations) • Do not look down for too long • Keep track of where you are writing in the paper

18. Privacy and confidentiality of the observation records

19. Recording observations = practice session • Several practice trials – observing, recording, discussing • Discussions by table about what was easy, what was hard, how to deal with the difficult parts; how to separate observation from interpretation of behavior. • Discussion with the larger audience

20. Let’s practice now: • http://www.youtube.com/watch?v=7i0XNyRJkEQ • http://www.youtube.com/watch?v=MpDO5lw7pG4 • http://www.youtube.com/watch?v=_JmA2ClUvUY

21. First let’s talk about the act of observing • Was it hard? In what ways? • What can we do to make it “less hard?” • Any recommendations you have for future recording of observations?

22. What did we learn by observing? • What did we learn about the children’s development (Social? Emotional? Language? Cognitive? Motor?) • What did we learn about the children’s interests? • What did we learn that could help us plan curriculum for these children?

23. Discussion: Using observation records • Using observation records information to document children’s learning • Using observation records information to plan curriculum • Using observation records information to self-evaluate teaching and learning

24. Follow up after this workshop: A few recommendations • Creating observation groups in your institution • Sharing records with others to help you “interpret” the data • Practice, practice, practice. It becomes easier with time • Whenever possible, have two people record the same information to check for reliability and objectivity

26. Contact information Eleonora Villegas-Reimers Ereimers@Wheelock.edu 617-879-2168