Observation in the Classroom Lead Lecture – 26 th March 2010 Karen Phethean

Try this… Take turns with a partner to describe your watch face or mobile phone screen accurately to a friend without looking at it. How did you do? Were you able to describe it accurately? What does this tell us about observation?

What is Observation? Looking with a purpose A contextual practice Looking and recording

Why Do We Observe Children? Discuss with the person beside you. Make a list ‘The ability to observe children and interpret their behaviour is a basic teaching skill’ [Dean J – 2001]

Why Observe Children?

We Look For… Personality and learning style Experience and interests Stage of development Abilities The quality of the learning programme Classroom organisation The quality of the learning environment

From Observations… It is possible to make informed judgements about:- Why a child is doing something What strengths or areas needing support have been identified What should now be done to meet the child’s needs

Thinking About Observations Discuss with the person next to you What needs to be considered before beginning with an observation? (What factors may need to be taken into account?)

Considerations in Planning Observations Time of day Type of activity to observe Position of the observer Participant or non-participant observation The method of observation Objective Setting Length of observation

Who Might Be the Chosen Focus? Individual children Whole class Focused groups Teacher Other Adults The learning environment

Methods of Observation Written records Time sampling Event sampling Checklists Sociograms Longitudinal studies Movement charts Media [video, tape, Dictaphone etc.]

What One Sees Is What One Wants To See! Teachers must be objective in their observations Interpretation must be based on evidence It is essential not to make value- judgements or have pre-conceptions without direct reference to the available evidence

Judgements Have To Be Informed This may be by:- Discussing with another professional Personal research [library,internet etc] Comparison with accepted norms Professional experience/reflection/practice/ethical awareness

Observation Evidence This MUST be:- Produced logically and systematically Detailed [with a focused aim] Factual Accurate Non-judgemental Confidential to professionals [ethically sound]

The Value of Observation? Without sensitive interpretation and analysis the information obtained from observing children is merely a description of what the observer has seen. To be of use it must inform our responses to children’s needs, develop our understanding of children and ultimately benefit them. Riddall-Leech [2005]

Bibliography Dean J (2001) Organising Learning in the Primary Classroom Abingdon: Routledge Falmer Hobart C & Frankel J (2004) A Practical Guide to Child Observation and Assessment Cheltenham: Nelson Thornes Riddall-Leech S (2005) How to Observe Children Oxford: Heinemann