1. Preparing for Observation #1
Evidence
Use 5-2 and 5-3 for detailed evidence
Rationale
Use evidence to make rationale statements
Analysis
Final analysis by plotting Warmth & control on grid
Preparing for Observation #1

2. Details Location: http://coe.winthrop.edu/marchelc/ Warning:
Different from the ones in class
Ignore voice-overs and introductory material and focus on teaching and classroom
Use 5-2 and 5-3 to collect specific evidence
Watch entire video and repeat as necessary
Rubric criteria

3. How Observation 1 works:
Step 1--You collect specific evidence
Step 2—You pull evidence together to make rationale statements
Step 3—You use the rationales you come up with to make a final rating of the teacher’s warmth and control on the chart.

4. Step 1: Collecting evidence--What is evidence?
What a video camera would collect: exact things you see and hear
Examples:
The room is organized into groups of 4
The teacher allows students to work in teams at their desk
The teacher praises students frequently (about 3 times a minute) while they work at their seat
The teacher provides both spoken and written directions for the task

5. Non-examples of evidence
The teacher comments make students feel bad
The room is set up to make people comfortable
The teacher is very strict
Students get good information about the task

6. Reminders for Observation 1
You will list 3 rationale statements for each warmth and control
Rationales should address key features of warmth and control found on 5-2 and 5-3
Rationales should contain several pieces of evidence to support or illustrate the statement

7. Step 2: Writing a rationale statement: What is a Rationale?
Pulling together a lot of evidence to make a conclusion or rationale statement
Example:
The teacher has high task orientation because he presents short, concise oral directions, pairs them with a demonstration of the task, and also gives them reminders about what to do as they work.
The teacher demonstrates high warmth because she frequently praises students as they work, does not reprimand them at all during the class, and reminds them quietly of rules to help them avoid getting in trouble.

8. Step 3: Final analysis plot
Using your rationale statements as a guide, plot where you think the classroom/teacher fall in terms of degree of warmth and control