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Power of Observation

Power of Observation. Presented by: Denise Wasko And Becky Coffelt. Welcome. Our day will go from 9:00 to 12:00 We will have a break half way through the morning Logistics Bathrooms-Turn right and go down the hall Water cooler is out side the room in this lobby

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Power of Observation

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  1. Power of Observation Presented by: Denise Wasko And Becky Coffelt

  2. Welcome • Our day will go from 9:00 to 12:00 • We will have a break half way through the morning • Logistics • Bathrooms-Turn right and go down the hall • Water cooler is out side the room in this lobby • Pop machines-Turn right and go around the corner

  3. Getting to Know Each Other • It’s time to line up-based on your years, months, or days experience. • The more experienced get to be at the front of the line, “newbies” head to the back of the line. • Introduce yourself to those around you.

  4. Let’s do a KWL Chart • K is for Know-Tell us what you already know about assessment • W is for What-What do you hope to learn today • L is for Learned-Hopefully at the end of the morning you can state some of the facts you have learned about assessment

  5. Children’s Work is Play • What’s the letter on your name tag? • P for participant (You get to play with play-dough) • O for observer (You get to observe and take notes) • T for teacher (You will get a script to follow) • Let’s do this for 4-5 minutes • Now let’s do it again with a different teacher script • Let’s discuss the differences between the 2 sessions

  6. Group Discussion Questions • How did your observations vary between the 2 interactions? • How did the student feel in each interaction? • What changes were there in teacher behavior? • How do we KNOW what children learn and how do we HELP them learn?

  7. Time for a Break • Be back in 15 minutes for more information on being a great observer!

  8. Creative Curriculum and Assessment • We are now going to look at a video on assessment • Look at what the teacher does to collect information on the students. • Discussion

  9. Questions to Help You Get to Know Children to Help You Get Better Observations • What is the child’s health and physical development? • What is the child’s temperament? • What are the child’s skills and abilities? • What are the child’s interests? • What is the child’s culture and home life? • How does the child approach learning? • How does the child use language? • How well does the child interact with others? (Taken from The Power of Observation, page 14-15)

  10. What You Bring as the Observer • Your culture • Beliefs about child rearing and the way children should act • Beliefs about appropriate ways to communicate • Beliefs about child independence • Your Individuality • Temperament • Interests • Feelings • Your Professional Expertise (Taken from The Power of Observation, page 32-41)

  11. Being Objective in Your Observations • Focus on individual children • Focus on the child’s behavior-what you can see • Listen to children and what they say • Listen to families and what they tell you about the child

  12. Guidelines for Observation • Observe over time • Watch children in varied situations • Social settings • Time of day • Individual preferences • Degree of choice • Level of competence • Keep track of what you see • Observe in and out of action (Taken from The Power of Observation, page 42-52)

  13. Ways to Record Observations • Brief notes on mailing labels • Brief notes on index cards • Brief notes on a daily log • Anecdotal notes • Running records • Matrices • Rating Scales • Tallies • Diagrams, sketches, photographs • Audiotapes and videotapes

  14. Now Let’s Practice • You will be given a scenario and you will give a thumbs up if it is a good observation or a thumbs down if it needs some work. • Ready?

  15. Examples 1 and 2 • Mandy is in the book area. She read the book If you give a Moose a Muffin after hearing the teacher read it at large group. She turns pages and works from left to right, telling her own version and says “the end.” • John can’t count to 10.

  16. Examples 3 and 4 • When the guest speaker came into the room, Angela was shy and stayed by the teacher during group. • Writing center – John announces that he is making a birthday card for mom. Uses markers, stickers, and red paper and writes HAPY BRDY MOM and reads, “happy birthday mom.

  17. Examples 5 and 6 • When we put all the rocks in one cup, it tips over. There are 1,2,3,4,5,6,9,12 rocks! • Martin was frustrated so he threw the puzzle

  18. Time to Practice • Look at the following videos and write your objective observations. • After each observation, you can compare notes with your neighbors

  19. Winding Up • What is your role in observing/assessing in your classroom? You need to have these discussions with the staff in your classroom • What have you learned today? • What other questions do you have? • Next Steps - circle, triangle, square

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