1 / 12

Workshop 2 Day 2 Classroom Observation Certification Assessor Training Program

Workshop 2 Day 2 Classroom Observation Certification Assessor Training Program. 3 domains of teaching. Professional Practice Domain Standards 3, 4 & 5. Classroom Observation. The purpose, timing and context of an observation should largely determine its methods….

naomi
Download Presentation

Workshop 2 Day 2 Classroom Observation Certification Assessor Training Program

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Workshop 2Day 2Classroom ObservationCertification Assessor Training Program

  2. 3 domains of teaching Professional Practice DomainStandards 3, 4 & 5

  3. Classroom Observation The purpose, timing and context of an observation should largely determine its methods…

  4. Online Module No. 3Classroom Observation The nature of expertise and expert performancePedagogical frameworksStandards

  5. ‘It is really only possible for a rater to distil and draw inferences from complex, real time data in the context of a specific theory of instructional practice.’ DO YOU AGREE / DISAGREE?

  6. Preparing for the classroom Drawing on what you know Inside the classroom Using what you know Subsequent to the classroom Reflecting on what you know now

  7. Evidencemust be directly observable. Human beings can only provide four types of directly observable evidence of abstract learning. We can do things, say things, make or write things. It is from the things people do, say, make or write that we infer learning, emotions, knowledge, understanding and learning in general.

  8. The concepts of ordered levels of understanding are fundamental to the improvement of teachers’ professional skills. It is assumed that learning can be described and mapped as progress in the direction of qualitatively richer knowledge, higher order skills, and deeper understandings…

  9. Classroom Observation • What do you see? • What is the evidence? • What is the teacher doing and saying? • What are the students doing and saying? • What is the task?

  10. Observing and analysing the task • What is the actual work that students are being asked to do? • What do you have to know in order to engage with the task? • What is the actual product of the task? • What is the distribution of performance among students in the class on the task? • If you were a student and did the task, what would you know how to do?

  11. Inside the classroomFilm clips

  12. ACT NowClassroom Observation

More Related