Observation New Jersey ELAS Workshop

Greet everyone at your table Choose a recorder Come up with a list of six things you all have in common Include anything on the list except body parts and gender Be prepared to share your list with the whole group Opening Activity

Use Observation to Build Relationships* Get to know each child Respect and appreciate each child Connect with each child Foster all children’s competence and success *Jablon, Dombro, and Dichtellmiller (1999). The Power of Observation. Teaching Strategies, Inc. Washington, DC.

Observing and Documenting Children’s Learning Observation in the classroom is watching and listening attentively to learn about children. What can you learn from observing children? –As you watch and listen –When you talk with them –By studying their work products

Effective Observation 6 Strategies for objectivity –Tune in to individual children –Describe rather than label children’s behavior –Describe exactly what you see –Listen to children –Learn from families and other teachers –Reflect on how you’re doing 2 strategies for accuracy and validity –Observe over time –Watch in varied situations Social settings Time of day Individual preferences Degree of choice

Observation and Documentation Managing the Process Plan for observation –Decide what you are going to observe and when –Make sure you have the right tools handy –Observe a few children each day (4 a day x 5 days = 20 children) –Focus observations on specific expectations or standards Record observations in the action, by stepping out of the action, or after the fact Schedule at least 2 times during the week to organize documentation ( minutes) Work with a colleague Don’t let worries about doing it right get in your way

Relationships matter more than anything else. Human beings need to be nurtured. Our job as educators is to nurture in ways that tap the genius in each child. Asa Hilliard

Where Might I See this Expectation or Standard? Brainstorm activities or routines where you could observe a child demonstrating the skills included in the expectation or standard. Write both the setting and the child’s actions or words. Use your color marker at each chart. You’ll have a few minutes at each chart. When the timer rings, rotate clockwise to the next chart. When you come to a new chart, review it and: –Check (√) if you agree –Question mark (?) if you disagree or have a question –Add new ideas with your marker color! When you return to your original chart: –Note how it has changed –Prepare to address question marks