By Ted Wragg
This up to date and revised moment variation now contains insurance of the hot instructor appraisal and college inspection approaches. utilizing a mix of case reviews, pictures and illustrations, foreign schooling professional Ted Wragg exhibits how quite a few humans examine classes for various reasons and in numerous contexts. He provides examples of winning tools which were hired through lecturers, scholar lecturers, researchers and students.
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Extra resources for An Introduction to Classroom Observation
If someone wanted to see how healthy an environment a particular classroom offered, then a high inference approach would be to rate it on certain general features, such as ‘cleanliness’ or ‘health-conscious behaviour’. A low inference ap-proach, however, would concentrate on the occurrence of discrete pieces of behaviour thought to be associated with good or poor health, and could involve the observer noting down how often a pupil sneezed or coughed without using a handkerchief or covering his face, or whether children washed their hands after visiting the toilet.
Is it an insect? Pupil 1: It can’t be. You probably felt some occasional uncertainty about the use of category 2 or 3, for example when the teacher says ‘Lovely’, leaving the observer uncertain whether to record it as praise, which it is, or acceptance of a pupil’s idea, which it also is. Another difficulty may have been the handling of repetition of answers, which may be seen as category 3 if the idea is genuinely accepted, but again FIAC does not distinguish clearly between mechanical repetition of what has just been said and genuine acceptance, enhancement or clarification.
Whether to use this approach in classroom observation at all is a decision that should be weighed carefully, as it is too sensitive a matter to be undertaken lightly, and that is why it has been undertaken infrequently, compared with other quantitative approaches. 35 T H E U S E O F Q U A N T I TAT I V E M E T H O D S Time lines Sometimes the observer wishes to preserve some simple information, such as how long a particular activity lasted. One way of doing this economically is to draw a line across the page representing the length of time spent on the aspect of the lesson being studied, using graph paper if necessary.
An Introduction to Classroom Observation by Ted Wragg