Some thoughts Trish Holden February 2011 Underlying principles of SLP Principle one effective teachers have developed expertise Principle two Effective instructional decisions need to be based on quality evidence and ongoing inquiry ID: 353235
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Slide1
Using classroom observations to improve literacy teaching and learning
Some thoughts
Trish Holden
February
2011Slide2
Underlying
principles of SLP
Principle one: effective teachers have developed expertise
Principle two:
Effective instructional decisions need to be based on quality evidence and ongoing inquiry
Principle three: effective instruction provides a set of optimal conditions for content-area literacy learning. These optimal conditions are described in the guidelines. Slide3
Ways of improving practice - Eraut
Feedback
Recording and reviewing
Developing awareness of impact
Observing
Expanding repertoire
Slide4
Why observe?
“Classroom or peer observations have to be at the heart of extending or developing teacher repertoires.”
[Cooper
1989 cited in Harris, A.
School Improvement: What’s in it for Schools
]
“
Classroom observation gives the teachers the opportunity to move from ‘Autonomous Isolation’ to ‘Interactive Professionalism’.”
(
Wragg1996
)
Slide5
How do we learn on the job?
What part has classroom observation played in your learning to date?
Let’s discuss …positives, minuses, interestingsSlide6
Woolf Fisher Research CentreThe University of Auckland
Classroom Observations Can….
Support reflective teaching practice
Introduce ‘another pair of eyes’ to the classroom (it can be hard to see or judge your own teaching objectively)
Provide some of the evidence needed for evidence-based teaching
Help teachers feel safe enough to take some risks
Support the professional learning of the observer even more than the observedSlide7
Clarity of purpose
Must link
the
impact of teacher practice on student literacy learning
Not about behaviour management
Not about content learning
But could be about how explicit literacy instruction supported content learning
Common purpose and protocols shared and understood by all staff involvedSlide8
cohesion
What are my students’ learning needs?
What are my learning needs in relation to these?
Which of the Guidelines for Effective Adolescent Literacy Instruction would I like feedback on? Slide9
Pre-observation
Discuss student and teacher needs
Discuss literacy aspects of lesson
Agree on foci of observation –guideline[s]/focus students
Timetable a post observation discussionSlide10
scenario
asTTle scores show that students in class are not strong at skimming and scanning
Class exercise showed students could not scan page to find definition of keyword even though it was in bold and boxed
Teacher admitted that he did not know the difference between skimming and scanning but often told the students to do one or the other
Which of the Guidelines for Effective Instruction might you [observer and teacher] chose to focus on? Slide11
Observer as learner -ako
Consider doing observation in pairs
Independently record notes
post observation discussion – what did you notice, what would
you discuss
with teacher?
Second person can give you feedback on your discussion with teacher.
Useful for helping us to learn to
analyse
classroom practiceSlide12
Recording
Have a common template [GEALI]
Keep to the agreed foci
Note what you see and hear
Use clear, unemotive language – don’t evaluate or judge
Note points to be discussed, questions to be asked –avoid loaded questionsSlide13
Peer observations
Working towards all teachers being able to observe and give feedback on literacy teaching and learning
Easier to do this if there is an explicit literacy learning intention
Expert content knowledge not needed. Slide14
Rephrasing the questions
Do you think they needed some more support to decode the worksheet?
Would it have been better to have done the grouping task in pairs?
Rephrase these as open, less judgemental questionsSlide15
Reflection
It is not the observation, but the quality of the conversation that counts.
What are the characteristics of a quality learning conversation?Slide16
Engaging in learning talk:
the challenges
“Teachers politely reinforce each other’s practice regardless of their effectiveness.”
PD conversations about teaching and learning not situated in teachers’ own classrooms
Conversations focus on issues peripheral to core task of teaching
[adapted from Annan, Lai, Robinson] Slide17
Level of Respect
High
Low
non-learning
conversation
(task sacrifice)
non-learning conversation (laissez-faire)
learning conversation
non-learning conversation
(person sacrifice)
Low
High
clarity of communication about the business issue
Where Do You Fit? (Robinson, 2002)Slide18
Learning talk
An inter-related inquiry process
Analytical talk [based on evidence]
Challenging talk [making changes]
Critical talk [evaluating effectiveness]
Adapted from Annan, B., Lai, M., Robinson, V.
Teacher Talk to improve teaching practices
Slide19
Learning conversations
DEER
Describe
situation and check accuracy with others
Explain
including factors and values that have produced the situation. Check accuracy
Evaluate
situation using agreed framework
Recommend
improvements based on agreed evaluation that will better achieve agreed goal. Slide20
Useful resource
Improving learning for All: learning from the Literacy Professional Development. Effective facilitation: Understanding and Improving Learning conversations with teachers
http://literacyonline.tki.org.nz/Literacy-Online/Interact2/Literacy-Online-update/LPDP