Observation Skills for Effective Teaching
5th Edition
Published on 12. March 2007
Book
Paperback/Softback
312 pages
978-0-13-222900-5 (ISBN)
Description
The fifth edition of Observation Skills for Effective Teaching focuses on observing others and incorporating the best of what you see and hear into you own practice - one of the principal means by which you can become an effective and professional teacher.
Using this text, you will learn to observe in the following eight areas: learning climate, classroom management, lesson clarity, instructional variety, task orientation, student engagement, student success, and higher thought processes. These eight areas have been found by researchers to be related to desirable cognitive, social and emotional outcomes in learners.
This book will also teach you how to decide what to observe, how to effectively and efficiently observe in the classroom, and how to apply what you have learned through observation to grow as a reflective teacher. In addition, the book provides methodological concepts, observation instruments, and dialogues designed to help you see and practice research-based patterns of effective teaching.
Using this text, you will learn to observe in the following eight areas: learning climate, classroom management, lesson clarity, instructional variety, task orientation, student engagement, student success, and higher thought processes. These eight areas have been found by researchers to be related to desirable cognitive, social and emotional outcomes in learners.
This book will also teach you how to decide what to observe, how to effectively and efficiently observe in the classroom, and how to apply what you have learned through observation to grow as a reflective teacher. In addition, the book provides methodological concepts, observation instruments, and dialogues designed to help you see and practice research-based patterns of effective teaching.
More details
Edition
5th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 276 mm
Width: 210 mm
Weight
576 gr
ISBN-13
978-0-13-222900-5 (9780132229005)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Gary D. Borich
Observation Skills for Effective Teaching
Book
06/2010
6th Edition
Pearson
€58.27
Article is exhausted; no reprint
Previous edition
Gary D. Borich
Observation Skills for Effective Teaching
Book
02/2003
4th Edition
Pearson
€30.99
Article exhausted; check for reprint
Content
Detailed Contents
1 Why Observe?
Goal 1: To Achieve Empathy
Goal 2: To Establish Cooperative Relationships
Goal 3: To Become Realistic
Goal 4: To Establish Direction
Goal 5: To Attain Confidence
Goal 6: To Express Enthusiasm
Goal 7: To Become Flexible
Goal 8: To Become Self-Reliant
A Beginning Thought
For More Information
Activities
2 Lenses for Observing
What Real Classrooms Are Like
Rapid Pace of Classrooms
Immediacy of Classrooms
Interruptions in Classrooms
Social Dynamics of Classrooms
Becoming Aware of Classroom Behavior: Lenses for Self-Improvement
To Become Aware of Your Own Behavior
To Discover Alternative Instructional Practices and New Solutions to Instructional Problems
To Determine Your Personal Teaching Strengths
To Focus Your Reflections on Important Areas of Teacher Effectiveness
Eight Lenses for Classroom Observation
Lens 1: Consider the Learning Climate
Lens 2: Focus on Classroom Management
Lens 3: Look for Lesson Clarity
Lens 4: Verify Variety
Lens 5: Observe Task Orientation
Lens 6: Examine Engagement
Lens 7: Measure Student Success
Lens 8: Look for Higher Thought Processes and Performance Outcomes
Challenges to Observing in Classrooms
Sources of Influence on Observations from Outside Ourselves
Student Ability and Achievement
Classroom Characteristics
Participatory and Cooperative Student Behavior
Experience and Education of the Teacher
School, Grade, and Subject Matter
Individual and Cultural Diversity
Sources of Influence on Observations from Within Ourselves
Your Own Experiences in School
Recent Influences and Training
Who May Be Watching; Who May Find Out
Choosing a Useful Lens: The Need to Structure Observations
For More Information
Activities
3 Making Classroom Visits
A Classroom Dialogue
Reactions from Observing Ms. Koker's Classroom
Observing the Learning Climate
Observing Classroom Management
Observing Lesson Clarity
Observing Instructional Variety
Observing the Teacher's Task Orientation
Observing Students' Engagement in the Learning Process
Observing Student Success
Observing Higher Thought Processes and Performance Outcomes
Preparing to Observe in Real Classrooms
Activities Before the Observation
Whom to Observe
Introducing Yourself
Identifying Your Goals for the Observation
Finding Out the Day's Lesson
Finding Out About the Students
How to Be Introduced
Where to Sit
Activities During the Observation
Activities After the Observation
For More Information
Activities
4 "Seeing" Beyond Personal Experiences and Expectations: Learning to Observe Systematically
Why Observe Systematically?
Methods for Observing and Recording
Method 1: Narrative Reports
Method 2: Rating Scales
Method 3: Classroom Coding Systems
For More Information
Activities
5 Considering the Learning Climate
Dimensions of Learning Climate
1. Teacher Concerns
A Teacher Concerns Instrument
Observing Teacher Concerns in the Classroom
2. Warmth and Control
Dimensions of Warmth and Control
Behavioral Signs of Warmth and Control
3. Social Environment
Dimensions of Social Environment
Observing the Social Environment of the Classroom
Cultural Diversity and the Learning Climate
For More Information
Activities
6 Focusing on Classroom Management
Dimensions of Classroom Management
Practice Observing Classroom Management: A Dialogue
Reactions to the Dialogue
1. Arranging the Classroom to Meet Instructional Goals
Observing the Classroom Arrangement
2. Preestablishing and Communicating Classroom Rules
Observing Classroom Rules
3. Developing and Communicating Instructional Routines
Observing Instructional Routines
4. Establishing a System of Incentives and Consequences
Observing Incentives and Consequences
5. Using Low-Profile Classroom Management
Observing Low-Profile Classroom Management
Cultural Diversity and Classroom Management
For More Information
Activities
7 Looking for Lesson Clarity
Dimensions of Lesson Clarity
1. Informing Learners of Lesson Objectives
Observing Lesson Objectives
2. Providing Advance Organizers
Observing Advance Organizers
3. Checking for Lesson-Relevant Prior Knowledge and Reteaching, if
Necessary
Observing Lesson-Relevant Prior Knowledge and Reteaching
4. Teaching to Students' Current Level of Understanding
Observing Level of Instruction
5. Giving Directives Clearly
Observing Clarity of Directives
6. Using Examples, Illustrations, and Demonstrations
Observing Use of Examples, Illustrations, and Demonstrations
7. Reviewing and Summarizing
Observing Review and Summary Techniques
Cultural Diversity and Lesson Clarity
Practice Observing Lesson Clarity: A Dialogue
Reactions to the Dialogue
For More Information
Activities
8 Verifying Instructional Variety
Dimensions of Instructional Variety
Practice Observing Instructional Variety: A Dialogue
Reactions to the Dialogue
1. Using Attention-Gaining Devices
Observing Attention-Gaining Devices
2. Showing Enthusiasm and Animation
Observing Enthusiasm and Animation
3. Varying Instructional Activities and Media
Observing the Variation in Instructional Activities and Media
4. Varying Rewards and Reinforcement
Observing the Use of Rewards and Reinforcement
5. Varying Types of Questions and Probes
Observing Types of Questions and Probes
6. Using Student Ideas
Observing the Use of Student Ideas
Cultural Diversity and Instructional Variety
For More Information
Activities
9 Observing Task Orientation
Dimensions of Task Orientation
Practice Observing Task Orientation: A Dialogue
Reactions to the Dialogue
1. Preparing Unit and Lesson Plans That Reflect the Curriculum
Observing How Unit and Lesson Plans Reflect the Curriculum
2. Performing Administrative and Clerical Tasks Efficiently
Observing Administrative and Clerical Tasks
3. Preventing and Correcting Misbehavior
Observing the Prevention and Correction of Misbehavior
4. Selecting the Most Appropriate Strategy for the Objectives Taught
Observing the Most Appropriate Strategy for the Objectives Taught
5. Establishing Cycles of Review, Feedback, and Testing
Observing Cycles of Review, Feedback, and Testing
Cultural Diversity and Task Orientation
For More Information
Activities
10 Examining Engagement in the Learning Process
Dimensions of Student Engagement in the Learning Process
Practice Observing Student Engagement in the Learning Process: A Dialogue
Reactions to the Dialogue
1. Eliciting Desired Behavior
Observing Eliciting Activities
2. Providing Feedback and Correctives in a Noncritical Atmosphere
Observing Feedback
3. Using Individual and Self-Regulated Learning Activities
Observing Individual and Self-Regulated Learning Activities
4. Using Meaningful Verbal Praise
Observing Meaningful Verbal Praise
5. Monitoring and Checking
Observing Monitoring and Checking
Cultural Diversity and Student Engagement
For More Information
Activities
11 Measuring Student Success
Dimensions of Student Success
Practice Observing Student Success: A Dialogue
Reactions to the Dialogue
1. Planning Unit and Lesson Content That Reflects Prior Learning
Observing Unit and Lesson Content That Reflects Prior Learning
2. Providing Mediated Feedback to Extend and Enhance Learning
Observing Mediated Feedback to Extend and Enhance Learning
3. Planning Units and Lessons at, or Slightly Above, Students' Current
Level of Understanding
Observing Instruction at, or Slightly Above, the Learners' Current
Level of Understanding
4. Making Transitions Between Lesson Content
Observing Transitions Between Lesson Content
5. Establishing Momentum That Engages Learners in the Learning
Process
Observing Momentum
Cultural Diversity and Student Success
For More Information
Activities
12 Looking for Higher Thought Processes and Performance Outcomes
Dimensions of Higher Thought Processes and Performance Outcomes
Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue
Reactions to the Dialogue
1. Using Collaborative and Group Activities
Observing Collaborative and Group Activities
2. Demonstrating Mental Models and Strategies for Learning
Observing Mental Models and Strategies for Learning
3. Arranging for Student Projects and Demonstrations
Observing Student Projects and Demonstrations
4. Engaging Students in Oral Performance
Observing Students in Oral Performance
5. Providing Opportunities for Students to Learn from Their Mistakes
Observing Consequential Learning Activities
6. Using Portfolios and Performance Assessments of Learning
Observing Portfolios and Performance Assessments
Cultural Diversity and Performance Outcomes
For More Information
Activities
Appendix: How to Determine Percentage of Observer Agreement for a Counting Observation System
Glossary of Key Concepts
References
Author Index
Subject Index
Instrument Index
1 Why Observe?
Goal 1: To Achieve Empathy
Goal 2: To Establish Cooperative Relationships
Goal 3: To Become Realistic
Goal 4: To Establish Direction
Goal 5: To Attain Confidence
Goal 6: To Express Enthusiasm
Goal 7: To Become Flexible
Goal 8: To Become Self-Reliant
A Beginning Thought
For More Information
Activities
2 Lenses for Observing
What Real Classrooms Are Like
Rapid Pace of Classrooms
Immediacy of Classrooms
Interruptions in Classrooms
Social Dynamics of Classrooms
Becoming Aware of Classroom Behavior: Lenses for Self-Improvement
To Become Aware of Your Own Behavior
To Discover Alternative Instructional Practices and New Solutions to Instructional Problems
To Determine Your Personal Teaching Strengths
To Focus Your Reflections on Important Areas of Teacher Effectiveness
Eight Lenses for Classroom Observation
Lens 1: Consider the Learning Climate
Lens 2: Focus on Classroom Management
Lens 3: Look for Lesson Clarity
Lens 4: Verify Variety
Lens 5: Observe Task Orientation
Lens 6: Examine Engagement
Lens 7: Measure Student Success
Lens 8: Look for Higher Thought Processes and Performance Outcomes
Challenges to Observing in Classrooms
Sources of Influence on Observations from Outside Ourselves
Student Ability and Achievement
Classroom Characteristics
Participatory and Cooperative Student Behavior
Experience and Education of the Teacher
School, Grade, and Subject Matter
Individual and Cultural Diversity
Sources of Influence on Observations from Within Ourselves
Your Own Experiences in School
Recent Influences and Training
Who May Be Watching; Who May Find Out
Choosing a Useful Lens: The Need to Structure Observations
For More Information
Activities
3 Making Classroom Visits
A Classroom Dialogue
Reactions from Observing Ms. Koker's Classroom
Observing the Learning Climate
Observing Classroom Management
Observing Lesson Clarity
Observing Instructional Variety
Observing the Teacher's Task Orientation
Observing Students' Engagement in the Learning Process
Observing Student Success
Observing Higher Thought Processes and Performance Outcomes
Preparing to Observe in Real Classrooms
Activities Before the Observation
Whom to Observe
Introducing Yourself
Identifying Your Goals for the Observation
Finding Out the Day's Lesson
Finding Out About the Students
How to Be Introduced
Where to Sit
Activities During the Observation
Activities After the Observation
For More Information
Activities
4 "Seeing" Beyond Personal Experiences and Expectations: Learning to Observe Systematically
Why Observe Systematically?
Methods for Observing and Recording
Method 1: Narrative Reports
Method 2: Rating Scales
Method 3: Classroom Coding Systems
For More Information
Activities
5 Considering the Learning Climate
Dimensions of Learning Climate
1. Teacher Concerns
A Teacher Concerns Instrument
Observing Teacher Concerns in the Classroom
2. Warmth and Control
Dimensions of Warmth and Control
Behavioral Signs of Warmth and Control
3. Social Environment
Dimensions of Social Environment
Observing the Social Environment of the Classroom
Cultural Diversity and the Learning Climate
For More Information
Activities
6 Focusing on Classroom Management
Dimensions of Classroom Management
Practice Observing Classroom Management: A Dialogue
Reactions to the Dialogue
1. Arranging the Classroom to Meet Instructional Goals
Observing the Classroom Arrangement
2. Preestablishing and Communicating Classroom Rules
Observing Classroom Rules
3. Developing and Communicating Instructional Routines
Observing Instructional Routines
4. Establishing a System of Incentives and Consequences
Observing Incentives and Consequences
5. Using Low-Profile Classroom Management
Observing Low-Profile Classroom Management
Cultural Diversity and Classroom Management
For More Information
Activities
7 Looking for Lesson Clarity
Dimensions of Lesson Clarity
1. Informing Learners of Lesson Objectives
Observing Lesson Objectives
2. Providing Advance Organizers
Observing Advance Organizers
3. Checking for Lesson-Relevant Prior Knowledge and Reteaching, if
Necessary
Observing Lesson-Relevant Prior Knowledge and Reteaching
4. Teaching to Students' Current Level of Understanding
Observing Level of Instruction
5. Giving Directives Clearly
Observing Clarity of Directives
6. Using Examples, Illustrations, and Demonstrations
Observing Use of Examples, Illustrations, and Demonstrations
7. Reviewing and Summarizing
Observing Review and Summary Techniques
Cultural Diversity and Lesson Clarity
Practice Observing Lesson Clarity: A Dialogue
Reactions to the Dialogue
For More Information
Activities
8 Verifying Instructional Variety
Dimensions of Instructional Variety
Practice Observing Instructional Variety: A Dialogue
Reactions to the Dialogue
1. Using Attention-Gaining Devices
Observing Attention-Gaining Devices
2. Showing Enthusiasm and Animation
Observing Enthusiasm and Animation
3. Varying Instructional Activities and Media
Observing the Variation in Instructional Activities and Media
4. Varying Rewards and Reinforcement
Observing the Use of Rewards and Reinforcement
5. Varying Types of Questions and Probes
Observing Types of Questions and Probes
6. Using Student Ideas
Observing the Use of Student Ideas
Cultural Diversity and Instructional Variety
For More Information
Activities
9 Observing Task Orientation
Dimensions of Task Orientation
Practice Observing Task Orientation: A Dialogue
Reactions to the Dialogue
1. Preparing Unit and Lesson Plans That Reflect the Curriculum
Observing How Unit and Lesson Plans Reflect the Curriculum
2. Performing Administrative and Clerical Tasks Efficiently
Observing Administrative and Clerical Tasks
3. Preventing and Correcting Misbehavior
Observing the Prevention and Correction of Misbehavior
4. Selecting the Most Appropriate Strategy for the Objectives Taught
Observing the Most Appropriate Strategy for the Objectives Taught
5. Establishing Cycles of Review, Feedback, and Testing
Observing Cycles of Review, Feedback, and Testing
Cultural Diversity and Task Orientation
For More Information
Activities
10 Examining Engagement in the Learning Process
Dimensions of Student Engagement in the Learning Process
Practice Observing Student Engagement in the Learning Process: A Dialogue
Reactions to the Dialogue
1. Eliciting Desired Behavior
Observing Eliciting Activities
2. Providing Feedback and Correctives in a Noncritical Atmosphere
Observing Feedback
3. Using Individual and Self-Regulated Learning Activities
Observing Individual and Self-Regulated Learning Activities
4. Using Meaningful Verbal Praise
Observing Meaningful Verbal Praise
5. Monitoring and Checking
Observing Monitoring and Checking
Cultural Diversity and Student Engagement
For More Information
Activities
11 Measuring Student Success
Dimensions of Student Success
Practice Observing Student Success: A Dialogue
Reactions to the Dialogue
1. Planning Unit and Lesson Content That Reflects Prior Learning
Observing Unit and Lesson Content That Reflects Prior Learning
2. Providing Mediated Feedback to Extend and Enhance Learning
Observing Mediated Feedback to Extend and Enhance Learning
3. Planning Units and Lessons at, or Slightly Above, Students' Current
Level of Understanding
Observing Instruction at, or Slightly Above, the Learners' Current
Level of Understanding
4. Making Transitions Between Lesson Content
Observing Transitions Between Lesson Content
5. Establishing Momentum That Engages Learners in the Learning
Process
Observing Momentum
Cultural Diversity and Student Success
For More Information
Activities
12 Looking for Higher Thought Processes and Performance Outcomes
Dimensions of Higher Thought Processes and Performance Outcomes
Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue
Reactions to the Dialogue
1. Using Collaborative and Group Activities
Observing Collaborative and Group Activities
2. Demonstrating Mental Models and Strategies for Learning
Observing Mental Models and Strategies for Learning
3. Arranging for Student Projects and Demonstrations
Observing Student Projects and Demonstrations
4. Engaging Students in Oral Performance
Observing Students in Oral Performance
5. Providing Opportunities for Students to Learn from Their Mistakes
Observing Consequential Learning Activities
6. Using Portfolios and Performance Assessments of Learning
Observing Portfolios and Performance Assessments
Cultural Diversity and Performance Outcomes
For More Information
Activities
Appendix: How to Determine Percentage of Observer Agreement for a Counting Observation System
Glossary of Key Concepts
References
Author Index
Subject Index
Instrument Index