The Art of Observing: Purposeful Data Rhonda L. McKay, MAT What do you mean by observation? - PowerPoint Presentation

The Art of Observing:Purposeful Data Rhonda L. McKay, MAT

What do you mean by observation? Why do you observe? Why should you observe?

How much time do you spend observing in your classroom? … Actually sitting in a chair and only observing

What types of observation tools do you use? …How do you use this data?

Montessori on Observation “The interest in humanity which we wish to educate the teacher must be characterized by the intimate relationship between the observer and the individual to be observed….With a mixture of respect and love, of sacred curiosity and of a desire to achieve this spiritual greatness, he sets himself to observe every manifestation of this little child.” Maria Montessori - The Montessori Method, pp. 12-13.

Why observe? Understand the child Identify or describe a student’s learning style, learning strengths, personality, and interests Assess student growth and academic progress Guide the child’s developing spirit Make better instructional decisions; for example, alter your presentations to accommodate for the needs, interests, styles of the child Modify the classroom learning environment

Why observe? Evaluate classroom leadership practice Gain insights and understandings about ourselves and our Montessori practice Further grow our Montessori professional learning community Develop an observational literacy Discover new “secrets” of childhood

Regarding Observation … Paradoxes 1. There is never enough time. 2. Observation is not record keeping. Record keeping involves observation. Observation does not involve record keeping.

C.O.R.E. Paul Epstein – An Observer’s Notebook C Connect O ObtainR Reflect E Enable

C.O.R.E. Key guiding questions… Connect What do I want to study and learn? Obtain Which observation methods will I use?Reflect How will I understand what I have observed? Enable What will I do with these understandings?

Connect What do I want to ask and learn about… A child – interests, learning style, personality, preferences, habits The class – behavioral patterns and routines, friendships, use of the prepared environment, transitionsMyself – my understanding, knowledge, practices, effectiveness, spiritual growth, renewal practices Montessori – the philosophy, other ideologies

Obtain - Methods Journals - For reflection; Re-focusing; Clarifying interpretations; Collect ideas of new work; Hunches Physical Maps – Prepared environment; Traffic flowAnecdotal Records - Purpose: record events right after occurrence

Obtain - Methods Running Records - Purpose: record events as they occur, sequentially What was said How it was said – voice inflections, modulations, tempos, and rhythms To whom it was said – self, another child, a group of children, a teacher, other adults Body movements, including postures, rhythms, tempo Facial expressions

Obtain - Methods Checklists Based on previously recorded observational information Designed with specific behaviors or types of activities that pertain to one topic Defined using a key that describes the meanings of the different kinds of checks Dated

Obtain - Methods Rating Scales Focus on one specific topic Rate a set of defined items Rate each item with a set of defined values Use a consistent defined scale for the values Use a defined set of levels or degrees for that scale

Obtain - Methods Time Samples Record the occurrences of specific behaviors or events during a pre-determined interval of time Show how often something occurred and how long it occurred Indicate a general pattern of behavior

Obtain – The Plan Create a routine… Tell children when you will observe Request support from the other adult or adults in the classroom Manage your observational data

Obtain – General Procedures Personalize your writing materials - post-its, notebooks, paper on clipboards, address or other types of sticky labels, and word-processing files Record the date and a starting time; record the ending time Separate observations from interpretations Follow an observer’s “rule of thumb” – record recollections within twenty-four hours Maintain confidentiality

Reflect A World of Constructed Meaning - Sources of Interpretation How will I understand what I have observed? Culture Geographical region ReligionEducational backgroundGeneration Gender Personal experiences Mood and rest Traditions and beliefs Values and philosophies Compare and contrast Identify patterns Construct categories for classifications Develop summary themes

Enable What will I do with these understandings? Observe some more Ask new connecting questions Appreciate what is working; change what is not working Understand a child’s needs and challengesSet limitsRequest cooperationRe-present Make use of the three-period lesson Develop new materials Change the daily schedule Arrange and hold meetings or conferences Assess the current classroom environment Re-prepare the classroom environment Examine your own behaviors

Personal Reflecting Questions… After today how are you going to observe differently? Are there some aspects of observation that you particularly enjoy? What new habits of observation would you like to develop? What new practices would you like to learn?

“Observing and learning from children is … a curious assignment.” – Paul Epstein

For Additional Information… Please contact Rhonda L. McKay, Director of Children’s House of Nashville rhonda.mckay@childrenshousenashville.org