Stages of lesson observa tion (pre-observation, while-observation, post-observation)
80 minutes
To analyse stages of observation
1. Wainryb, R. (1992) Classroom Observation Tasks
2. James, P. (2001). Teachers in Action.
Charts, laptop with speakers, audio recordings, handouts, video clips, white board
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In order to make effective use of observation, you will have to decide how to make a record
of the information you collect. The procedures you use will depend on the focus of the
observation, but the following are often used.
• Checklists
A checklist contains a list of different features of a lesson, which you complete while observing a lesson. Checklists provide a clear focus for observation, however they can only be used for certain aspects of a lesson, such as features that are easy to count, and should focus on only one or two aspects of the lesson. There are several published checklists than can be used in classroom
observations (e.g., Wajnryb 1992) but these may need to be adapted to suit your needs. Alternatively, you and your cooperating teacher can develop your own checklists.
Following an observation, your cooperating teacher will normally find time to discuss your observations with you and to answer any questions you may have. It is important to remember that during the follow-up meeting you should focus on clarifying and interpreting information you obtained from your observation in order to learn more about how the teacher approaches his or her teaching. For example:
o Explanations as to why things happened: e.g., "Why do you think the students found this activity difficult?," "Why did you use group work at this point in the lesson?"
o Explanations of how the teacher would respond to events during the lesson: e.g., "What would you have done, if the students had finished this activity ahead of time?"
o Suggestions from the teacher: e.g., "How should I respond if students tell me an activity like this is too difficult?"
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