Observation Skills for Effective Teaching

Description

Features

• Perforated Pages let you easily copy more than 40 revised and updated observation instruments and records
• Research-based effective teaching behaviors-Aligned with the National Board for Professional Teaching Standards (NTBP) and the Interstate New Teacher Assessment and Support Consortium (INTASC) principals and standards.

  • Stresses the important role research-based effective teaching behaviors play in the larger regional and national certification process.

• Information about the role of instructional media and technology-“For more information” sections highlight web-based information keyed to each effective teaching behavior.

  • Provides up-to-date examples of multimedia and web-based learning that can be used as teaching tools to enhance the planning, presentation, and assessment of instruction.

• Coverage of cultural diversity - Emphasizes the importance of how to teach in culturally diverse classrooms.
  • Includes updated end-of-chapter sections on cultural diversity as well as research and citations on teaching culturally diverse students integrated throughout the chapters.
• “Glossary”-Provides “at a glance” summaries of some of the most important terms and concepts discussed in the text.

  • Provides concise summaries and extended definitions for reviewing all the current concepts, principles and terms used in today's teaching methods literature. Excellent for reviewing for the Praxis II.

New to this Edition

• Closer alignment with the National Board for Professional Teaching Standards (NBPTS) and the Interstate New Teacher Assessment and Support Consortium (INTASC) though updated end-of-chapter activities help you learn and practice chapter content
• Additional For More Information features at the end of each chapter expand your understanding of instructional media and technology
• Addtional current research findings on teaching culturally diverse students prepares you for the challenges of today's classrooms.

Table of Contents

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 

Back Cover

Observation Skills for Effective Teaching, Fifth Edition

Gary D. Borich

Do you want to begin developing the skills and competencies you need to become an effective, accountable teacher?

The fifth edition of Observation Skills for Effective Teaching focuses on one of the principal means by which you can become an effective and professional teacher-by observing others and incorporating the best of what you see and hear into you own practice. 

Using this text, you will learn to observe in the following eight areas found by researchers to be related to desirable cognitive, social and emotional outcomes in learners: learning climate, classroom management, lesson clarity, instructional variety, task orientation, student engagement, student success, and higher thought processes. 

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. 

New to this Edition:

• Closer alignment with the National Board for Professional Teaching Standards (NBPTS) and the Interstate New Teacher Assessment and Support Consortium (INTASC) though updated end-of-chapter activities help you learn and practice chapter content
• For More Information at the end of each chapter expands your understanding of instructional media and technology
•  Recent findings on teaching culturally diverse students prepare you for the challenges of today's classrooms.

• Effective Teaching Methods: Research-Based Practice, Sixth Edition, Gary D. Borich, ISBN 0-13-171496-1