GEOL 201X, CHEM 201X, PHYS 201X

Observation Questions

 

Teaching Strategies – There are many different ways that teachers teach.  The goal of this observation is not to introduce all of those strategies but simply to make you aware of the differences in how different teachers approach teaching different students in different settings.  In this first assignment, you are asked to observe and record the different ways in which teachers communicate with students and what students are to do in order to learn.  Realize that due to the limited time you will spend in a specific classroom, your sample observations may not be representative of typical behaviors in a classroom.

Assignment 1

 

Part 1- Answer the following questions based on your observations.

 

1.  What are the verbal, nonverbal, and media communication techniques used in the classroom.  Which are effective and why?  Which are not effective and why?

2.  Does classroom communication demonstrate sensitivity to cultural and gender differences (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation)?

3.  Communication has cultural dimensions.  How is culturally sensitive communication responded to and fostered by and among all in the class?

4.  Does the teacher model different effective communication strategies in conveying ideas and information and in asking questions.

5.  The teacher asks questions and stimulates discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.

6.  How does the teacher indicate that he/she is a thoughtful and responsive listener?

7.  What various media communication tools, including audio-visual aids and computers, are used to enrich learning opportunities?

8.  How many different explanations and/or representations of concepts are used to capture key ideas to help students develop conceptual understanding?  Were concepts and principles presented at different levels of complexity so that they are meaningful to students at varying levels of development and to students with diverse learning needs?

9.   Are connections made between the subject and other content areas and to life and career experiences?

10. Did you observe any students with obvious disabilities or special needs in the classroom?  Were learning experiences designed and adaptive devices/technology used to provide access to general curricular content to individuals with disabilities?  If so, what were those adaptations? 

11.  Were students asked to express themselves using a variety of speaking and writing techniques and using a variety of media?  If so, describe.

12.  What are the students asked to do?  Are they expected to be passive, active, etc.?

13.  Do the students play any part in directing their learning?  Do they ask questions, provide feedback, and/or design activities?

14.  Evaluate the interest level displayed by the students and the teacher during different types of classroom activities.  Which activities produce the highest interest levels for the students, for the teacher?

Try to observe and answer as many of the above as possible.  We realize that you will not necessarily be able to answer all of the questions during a given time frame.  You should however record your observations related to the questions listed above throughout the semester. Note that many of these questions are implicit in the common core assignment. Use this to your advantage.

 

Part 2 -Reflection paper

In your observations so far, identify the most effective teaching methods that you witnessed in any classroom (science or otherwise).  Indicate whether the method would be effective only in a particular setting (e.g. with specific types of students) or whether the technique is universal. Now, explain why you liked it so much. Support why the technique was so effective by doing some basic research including a minimum of five sources. (See instructions below for more details on the required bibliography section.) Reflection papers should be concise, 3-4 pages in length with one inch margins and 10 or 12 point font. Grammar and spelling count. Do not just dash these out at the last minute. These reflection papers are to be used as proof of your meeting standards and therefore must be thoughtful and meaningful.

The standard reflection paper purpose, instructions and rubric can be downloaded here.