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Lesson Observations
Designing Observational Tools to Enhance the Effectiveness of
Lesson Observations
GA Reading First, June 2007
Sara B. McCraw
What Will We Discuss Today?
• Your experience using observation to inform professional development
• The need for observations• Different types of observational tools• How to design an observational tool• Creating observational tools to match
your needs
What works well for you?
• In small groups, please share your successes and challenges with using observation to inform professional development needs
• Please be prepared to share one success and one challenge
Why is there a need for observational tools?
• Requests from principals and/or state literacy coordinators
• Difficulty narrowing the focus of an observation
• Teacher requests for specific feedback
• Walkthroughs (Sharon and Mike)
What are different types of observational tools?
• Innovation Configurations
• Checklists
• Likert Scales
• Time Sampling
• Qualitative Rubrics
• Qualitative Notes
What are checklists?
• Checklists are a list of descriptive categories that an observer can mark as either present or absent during an observation. A checklist may be part of a time interval observation where the observer notes the frequency/amount of each category on the list noted during a designated time period.
Sample Checklist (Morrow, 1998)
Yes No
The Literacy Center
Children’s participation in designing the center (rules, name, materials)
Area placed in quiet section of the room
Visually and physically accessible yet partitioned off
Rug, throw pillows, rocker, bean bag chair, stuffed animals
Private spot in corner (such as a box) to crawl into and read
Uses about 10% of classroom space and can fit 5-6 children
What are Likert scales?
• A scale that provides the observer a range to measure the relative occurrence of specific categories. The scale typically ranges from “not at all” to “high occurrence” or some similar range.
Sample Likert Scale
Students share ideas with each other.
Never Sometimes Frequently
1 3 5
What is time sampling?
• Time sampling measures categories identified as reflective of the construct measured. Specific time intervals for measuring the frequency of occurrence for each category are predetermined, thus ensuring that each category is observed.
Sample Time Sampling
Number of occurrences
Category
Teacher redirects students’ attention
Teacher calls on boys to answer
Teacher calls on girls to answer
What are qualitative rubrics?
• A rubric where each category, designated as reflective of the construct being measured, is broken into two or more levels. Each level is described with enough detail to allow the observer to determine the rating that most closely matches what he or she is seeing.
Sample Qualitative Rubric
1 2 3
Very few students are engaged in independent work
Some students are engaged in independent work
Most students are engaged in independent work
What are qualitative notes?
• Notes that an observer records related to pre-designated categories reflective of the construct measured. The notes are written at the observer’s discretion.
Sample Qualitative Notes
“The students walk over and sit on the carpet, with only one reminder from the teacher, in preparation for
a read aloud.”
What are some areas of focus for observational tools?
GARF Ideals– Physical
Environment– Curriculum Materials– Children’s Literature– Instructional
Schedule– Assessment System
– Explicit Instruction– Whole-Group
Instruction– Small-Group
Instruction– Independent
Practice– Management
How do you design an observational tool?
• Sharon and Mike’s walkthroughs• Development of a co-created
observational tool with a literacy coach and principal
Sample Observational ToolEnvironment Explicit Instruction
YES NO
Organized
Accessible materials
Variety of literature
Data notebook
Schedule
Teacher provided a purpose of the lesson, explained the concept, modeled it, and provided practice
Never Sometimes Often
1 3 5
Differentiation Every Pupil ResponseDescribe what the teacher did to provide differentiated instruction.
Tally the # times teacher prompted:
Single pupil response ________
Every pupil response ________
How do you design an observational tool?
• Select and define a purpose/problem area
• Determine categories• Select appropriate design (e.g.,
checklist, qualitative rubric)• Begin designing the tool• Problem solve
What specific area would you like to focus your observations on?
• Brainstorm a list of different purposes/problems
• Group together by common topic
• Work together to design an observational tool
• Record on chart paper
What else should you consider?
• Amount of time available for the observation
• Who will use the observational tool
• Amount of paper required
Sharing
• Post observational tools created around the room
• Take a gallery walk to see what others created
• Discuss ways to use observational tools in your own school
