The Power of Observation

Before Observation Which students are the focus of the observation? What method will best capture the observation? What opportunities might there be for collecting data towards criteria on the rubric? What is the specific focus for the observation (e.g., development in a specific area, or interests and disposition)?

During Observation What evidence is there that the student is using learning strategies (e.g., predicting, analyzing, drawing conclusions, posing questions)? What connections or relationships does the student seem to understand? How is the student communicating? What understandings are sticking out? How does the child’s personal and social development reflected through this process of inquiry?

After Observation How does the observation assist with documenting progress along the rubric? How does the observation assist the teacher to plan for the next day? Set up materials? Invitation? What other curriculum connections can be made? What intentional activities seem best to scaffold for the student learning? What new questions have been raised about the student’s learning, and thinking?

Observation can be used not only as the basis of information about individual children and the building of a classroom community, but also as the place from which teachers can begin to engage in the dialogic process of reflection, hypothesis building, and planning. Curtis & Carter, 2000

While watching and interacting with students through inquiry, educators pay close attention to how their students make known their ideas, interests, and theories. These revelations challenge educators to assess: * what students are thinking * how they interpret and communicate * what they learn through inquiry * where their questions and interest take them over the next few days.