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第6回: 観察調査(1)
• 前回の感想から
• 同意確認の手続き
• Classroom Observationとは
• 観察記述の枠組み
• 課題
Feedback
• 私の母校はクラスが学力別で分かれており、テストのたびに「××組は×点だったのに」という先生がいましたが、効果量の話を聞いて、あの時そこまで変わらなかったのだなと思いました。そう言われてやる気を出す生徒もいるけれど、逆にやる気をなくす生徒もいます。効果量のことも考えて言った方が説得力もあるなと思いました。
同意確認の手続き• Three conditions are fulfilled (see p.3):
• 1. Suppliance of sufficient information (i.e., full disclosure about the experiment by the researcher).
• 2. Comprehension on the part of the subject.
• 3. Voluntary participation, in which the subject is free from undue pressure or coercion
• Checklist for drawing up informed consent documents:
同意確認の手続き
• Cf. IRB requirements:
• The specific steps that will be taken to ensure confidentiality and anonymity; for example:
• Using numbers instead of names.
• Not revealing identifying information.
• Safeguarding the location of and access to records.
Classroom Observation
• “... can enhance our understanding of how to implement effective ways of improving learners’ second language skills ....”
Classroom Observation
• 授業の構成（教材、指導手順、指導案と実際の運営）
• 授業経営法、授業技術、教室環境、学習規律
• 教具・教育機器の活用状況
• 授業における言語的やりとり（Classroom interaction）
• などの観察
Classroom Observation Checklist
• Contact the classroom instructor.
• Determine the schedule for observation.
• Negotiate the observer’s role in the classroom, including prerequisite arrangements.
• Debrief the instructor on the findings of the study.
• Clearly express appreciation to the instructor, students, and administration.
観察記述の枠組み
- 3 -
���!����
モード 方式
リアルタイム メモ→振り返り 録音・録画
数値的分析法 a) Tally Sheet
b) SCORE
c) Hopkins’ Seating Chart
j) BIAS
項目別評価法 d) Observation Schedule d) OS タイプ分類法 e) FLINT
(f) COLT Part A) f) COLT Part A
g) TALOS f) COLT Part B
記述式分析法 h) <DI?SJ9
i) Uptake Sheets
a) Tally Sheet¨
! öĴ: �'ÀÜ'ùĤ'{¢q�6ü3
! ɨ: �1 �-i»��ùĤ=FBTY&®�!�ÀÜ\'ùĤ6{ņ�=;WG
! ø·ë: ùĤ=FBTY(�ÀÜ�ÊÅ£#u&i»�3�#�Ò+�
! ~ë:
! ßë:
b) SCOREňSeating Chart Observation Scheduleʼn¨
! öĴ: Å£#$'õ� Q&A6h��� 6Ī*3
! ɨ: §¤ę&�{ņ�!�ÆĢs
! ø·ë: õÆ��>SD"(�ĚÆ'Ġêđ"Ę�#�Ò+�
! ~ë: Q&A"'õ'n}'ï°�5 3�T8UE:NĠê��Ĕ
! ßë: Q&Ad�'ùĤ(Ģĸ�4%�?UYKVY>'ùĤ(Ģĸ�4%�
c) Hopkins’ Seating Chart¨
�SCORE ¨#ņf�!3��õ��ĕùú&ą��� �¿��4!ą��� �$'�&
ą�� 6Ģĸ"�3�
d) Observation Schedule¨
! öĴ: Z�łû&�!ÀÜ6ģl�3
! ɨ: �1 �-i»��łû&�!�Îĺ6å-!ģl�3ňkŋ|-' 25{ĺ�á2
Task 1
Task1 観察記述の枠組み
• a) Tally Sheet
• 用途: その授業の発話の分布傾向を知る
• 方式: あらかじめ作成した発話カテゴリーに従って、授業中の発話を分類、カウント
• 留意点: 発話カテゴリーは、授業実施教師と共に作成することが望ましい
Task1 観察記述の枠組み
- 6 -
A=Appointed
� � � � �
Make observation ŌŌŌŌŌŌŌŌŌŌŌŌŌŌŌŌŌŌ
yes not sure
No
1. All instruction were clear � � � 2. The class understood what was wanted at all times � � � 3. Every student was involved at some point � � � 4. Students were interested in the lesson � � � 5. The teacher made sure all students understood � � � 6. Materials and learning activities were appropriate � � � 7. Class atmosphere was positive � � � 8. The pacing of the lesson was appropriate � � � 9. There was enough variety in the lesson � � �
10. There was the right amount of teacher talk � � � 11. Error correction and feedback were appropriate � � � 12. There was genuine communication � � � 13. Teacher was skilled at organizing group work � � � 14. Explanation of points of language were clear � � �
� � � � �
Tallies(/) Total
1. Teacher (T) asks a display question (i.e., a question to which T knows the answer)
2. T asks a referential question (i.e., a question to which T does not know the answer)
3. T explains a grammatical point 4. T explains meaning of a vocabulary item 5. T explains a functional point 6. T explains point relating to content (theme/topic) of the lesson 7. T gives instructions/directions 8. T praises 9. T criticises
10. Learner (L) asks a question 11. L answers a question 12. L talks to other L 13. Period of silence or confusion
Task1 観察記述の枠組み
• b) SCORE
• 用途: 教師とどの生徒がQ&Aを何回したかを調べる
• 方式: 座席表に、分類して回数記入
• 留意点: 生徒数が多いクラスでは、複数の計測者で行うことが望ましい
Task1 観察記述の枠組み
Task1 観察記述の枠組み
• b) SCORE
• 用途: 教師とどの生徒がQ&Aを何回したかを調べる
• 利点: Q&Aでの生徒の個別の特徴がわかる。リアルタイム計測が可能
• 欠点: Q&A以外の発話は記録されない。グループワークの発話は記録されない。
Task1 観察記述の枠組み
• c) Hopkins’ Seating Chart
• SCORE式と類似しているが、生徒が「自発的に答えた」か「指名されて答えた」か、どの問いに答えたかを記録できる。
Task1 観察記述の枠組み
Task1 観察記述の枠組み
• d) Observation Schedule
• 用途: 一定項目について授業を評価する
• 方式: あらかじめ作成した項目について、時間を決めて評価する（例：初めの25分間）
• 留意点: 評価項目は授業担当教師の同意を得るか、協議して決めること。できれば、一旦評価した後で録画等を見て評価を再検討
Task1 観察記述の枠組み
- 6 -
A=Appointed
� � � � �
Make observation ŌŌŌŌŌŌŌŌŌŌŌŌŌŌŌŌŌŌ
yes not sure
No
1. All instruction were clear � � � 2. The class understood what was wanted at all times � � � 3. Every student was involved at some point � � � 4. Students were interested in the lesson � � � 5. The teacher made sure all students understood � � � 6. Materials and learning activities were appropriate � � � 7. Class atmosphere was positive � � � 8. The pacing of the lesson was appropriate � � � 9. There was enough variety in the lesson � � �
10. There was the right amount of teacher talk � � � 11. Error correction and feedback were appropriate � � � 12. There was genuine communication � � � 13. Teacher was skilled at organizing group work � � � 14. Explanation of points of language were clear � � �
� � � � �
Tallies(/) Total
1. Teacher (T) asks a display question (i.e., a question to which T knows the answer)
2. T asks a referential question (i.e., a question to which T does not know the answer)
3. T explains a grammatical point 4. T explains meaning of a vocabulary item 5. T explains a functional point 6. T explains point relating to content (theme/topic) of the lesson 7. T gives instructions/directions 8. T praises 9. T criticises
10. Learner (L) asks a question 11. L answers a question 12. L talks to other L 13. Period of silence or confusion
Task1 観察記述の枠組み
• e) FLINT
• 用途: 授業中、教師・生徒が「何の目的で」「何回」発話したかを調べる
• 方式: 今起こっている発話や沈黙を、３秒ごとに分類して逐次記録する
• 利点: 慣れればon-line analysisが可能。Q&A以外にも全ての発話を調査できる
• 欠点: 発話の内容は記録されない
Task1 観察記述の枠組み
Teac
her t
alk
In
dire
ct in
fluen
ce
1. Deals with feelings: In a non-threatening way, accepting, discussing, referring to, or communicating
understanding of past, present or future feelings of students.
2. Praises or encourages: Praising, complimenting, telling students why what they have said or done is valued.
Encouraging students to continue, trying to give them confidence. Confirming answers are correct.
2(a) Jokes: Intentional joking, kidding, making puns, attempting to be humorous, providing the joking is not at
anyone’s expense. Unintentional humor is not included in this category.
3. Uses ideas of students: Clarifying, using, interpreting, summarizing the ideas of students. The ideas must be
rephrased by the teacher but still recognized as being student contributions.
3(a) Repeats student response verbatim: Repeating the exact words of students after they participate.
4. Ask questions: Asking questions to which an answer is anticipated. Rhetorical questions are not included in
this category.
Dire
ct in
fluen
ce
5. Gives information: Giving information, facts, own opinion or ideas, lecturing, or asking rhetorical questions.
5(a) Correct without rejection: Telling students who have made a mistake the correct response without using words
or intonation which communicate criticism.
6. Gives directions: Giving directions, requests, or commands which students are expected to follow.
6(a) Directs patterns drills: Giving statements which students are expected to repeat exactly, to make substitutions
in (i.e. substitution drills), or to change from one form to another (i.e. transformation drills).
7. Criticizes students behavior: Rejecting the behavior of students; trying to change dissatisfaction with what
students are doing.
7(a) Criticizes student response: Telling the student his response is not correct or acceptable and communicating
by words or intonation criticism, displeasure, annoyance, rejection.
Stud
ent t
alk
8. Student response, specific: Responding to the teacher within a specific and limited range of available or
previously shaped answers. Reading aloud.
8(a) Student response, choral: Choral response by the total class, or part of the class.
9. Student response, open-ended or student-initiated: Responding to the teacher with students’ own ideas,
opinions, reactions, feelings. Giving one from among many possible answers which have been previously
shaped but from which students must now make a selection. Initiating the participation.
10. Silence: Pauses in the interaction. Periods of quiet during which there is no verbal interaction.
10(a) Silence-AV: Silence in the interaction during which a piece of audio-visual equipment, e.g. a tape recorder,
filmstrip projector, record player, etc., is being used to communicate.
11. Confusion, work-oriented: More than one person at a time talking, so the interaction cannot be recorded.
Students out of order, not behaving as the teacher wishes, not concerned with task at hand.
12. Laughter: Laughing, giggling by the class, individuals, and/or the teacher.
e. Uses English: Use of English (the native language) by the teacher or the students.
This category is always combined with one of the 15 categories from 1 to 9.
n. Non-verbal: Non verbal gestures or facial expressions by the teacher or the students which communicate
without the use of words. This category is always combined with one of the categories of teacher or pupil
behavior.
Task1 観察記述の枠組み
• f ) COLT Part A/B
• 用途: 活動内容・話題・教材・会話相手・使用言語、4技能の使い方を記録する
• 方式: 活動ごとに記録紙に記入する
• 利点: コミュニケーション志向の授業において、どのような活動をしているかが分かる
• 欠点: 具体的な発話の内容は記録されない。発話の回数は記録されない。記録法が複雑
Task1 観察記述の枠組み
Task1 観察記述の枠組み
Task1 観察記述の枠組み
• g) TALOS
• 用途: 活動内容・話題・教材・会話相手・使用言語、4技能の使い方、発話頻度を記録する
• 方式: 30秒ごとに1回、やりとりに基づいて分類して記入する
• 利点: 授業の活動・教師の役割・生徒の役割・教師と生徒の発話種類と頻度を総合的に記録できる
• 欠点: 発話の内容は記録されない。記録法が複雑
Task1 観察記述の枠組み
Task1 観察記述の枠組み
• h) エスノグラフィ
• 用途: 授業で起こっていることを、逐次的に詳しく文章で描写して再現する
• 方式: 観察中はメモを取り、授業後にメモに回想を加えて、実況中継のように文章表現する
• 利点: 数値化できない側面や発話の内容も記述することができる
• 欠点: 時間がかかる。記述が主観的になりがち
Task1 観察記述の枠組み
Task1 観察記述の枠組み
• i) Uptake Sheets
• 用途: 授業で気づいたこと、感じたこと、学んだこと等についての学習者の認知を把握する
• 方式: 授業の最初に記録紙を配布し、授業・活動中に学習者が記入する
• 利点: 授業者・研究者の観察と学習者から得られた情報とを比較できる
• 欠点: 学習者の負担が大きい。データの信頼性
Task1 観察記述の枠組み
- 9 -
� � � � �
Who said it? (Check as many as you want) Was this new to you?
What are you noticing about … Teacher Classmate Me Book Yes,
new
No,
heard
of it.
No,
knew it.
Pronunciation
X
X
X
Vocabulary
X
X
X
Grammar
X
X
X
� � � � �
Task1 観察記述の枠組み
Task1 観察記述の枠組み
• j) BIAS
• 用途: 教師（講義(TL)、質問(TQ)、応答(TR)）、生徒（応答(PR)、自発発話(PV)）、沈黙(S)、その他(X)の7項目が授業に占める割合を測定する
• 方式: 授業の出来事を、3秒ごとに上の7つの分類に当てはめて記録していく
• 利点: 各出来事の占める時間的割合がよくわかる
• 欠点: 記録の仕方（3秒ごと）が難しく忙しい。
Task 2 観察記述の枠組み
- 3 -
���!����
モード 方式
リアルタイム メモ→振り返り 録音・録画
数値的分析法 a) Tally Sheet
b) SCORE
c) Hopkins’ Seating Chart
j) BIAS
項目別評価法 d) Observation Schedule d) OS タイプ分類法 e) FLINT
(f) COLT Part A) f) COLT Part A
g) TALOS f) COLT Part B
記述式分析法 h) <DI?SJ9
i) Uptake Sheets
a) Tally Sheet¨
! öĴ: �'ÀÜ'ùĤ'{¢q�6ü3
! ɨ: �1 �-i»��ùĤ=FBTY&®�!�ÀÜ\'ùĤ6{ņ�=;WG
! ø·ë: ùĤ=FBTY(�ÀÜ�ÊÅ£#u&i»�3�#�Ò+�
! ~ë:
! ßë:
b) SCOREňSeating Chart Observation Scheduleʼn¨
! öĴ: Å£#$'õ� Q&A6h��� 6Ī*3
! ɨ: §¤ę&�{ņ�!�ÆĢs
! ø·ë: õÆ��>SD"(�ĚÆ'Ġêđ"Ę�#�Ò+�
! ~ë: Q&A"'õ'n}'ï°�5 3�T8UE:NĠê��Ĕ
! ßë: Q&Ad�'ùĤ(Ģĸ�4%�?UYKVY>'ùĤ(Ģĸ�4%�
c) Hopkins’ Seating Chart¨
�SCORE ¨#ņf�!3��õ��ĕùú&ą��� �¿��4!ą��� �$'�&
ą�� 6Ģĸ"�3�
d) Observation Schedule¨
! öĴ: Z�łû&�!ÀÜ6ģl�3
! ɨ: �1 �-i»��łû&�!�Îĺ6å-!ģl�3ňkŋ|-' 25{ĺ�á2
Task 2 観察記述の枠組み
• a) Tally Sheet
• 用途: その授業の発話の分布傾向を知る
• 方式: あらかじめ作成した発話カテゴリーに従って、授業中の発話を分類、カウント
• 利点:
• 欠点:
Task 2 観察記述の枠組み
• a) Tally Sheet
• 用途: その授業の発話の分布傾向を知る
• 方式: あらかじめ作成した発話カテゴリーに従って、授業中の発話を分類、カウント
• 利点: リアルタイムの計測が可能、簡便
• 欠点: 発話の内容は記録されない
Task 2 観察記述の枠組み
• d) Observation Schedule
• 用途: 一定項目について授業を評価する
• 方式: あらかじめ作成した項目について、時間を決めて評価する（例：初めの25分間）
• 利点: 回答の簡便性
• 欠点: 主観点判断が混じる
Task 3 授業観察の準備・検討
• 5/27
!
!
• 各ペアで観察のポイントを協議
• Tally sheetとObservation Scheduleの項目を変更・追加
授業観察の実施
• 分析結果をまとめる（課題５）
• 6月4日の授業で報告・共有
課題５
• 実施した観察記述・分析のまとめ
• 英語教育研究法としての観察調査についての所見
• 和文A4一枚以上
• 6月4日午前1時まで、LiveCampusまたはメールを通じて提出
