Doing Observation of Classes, Pre-Observation and: Post-Observation Conferences Sona Stee OANA amare bowen SE eve a Tt ng a TNT eae beans ong cose tarsus ommmanin oir Os npn wera Peta, Cope seine 10a eninge rat gine mantic sea a sianecan's Se ee a irda ay fein ry empties ends eg ao $y So eee ee ect Saaiedereetea a eno bein 2 Ee rertenueot oe Bo Rw eeupet a Bree creeee | Her (AA DLLDLLARLADLALAADLLOILLDLEDDDDLDLLDLOLLAI ED SO ‘end of thiis leaming task, I should’be able to: : &é ‘* give the importance of classroom observations. “eh.t) identify the different focus of observation. Ne ay.) observe classes assigned by the Cooperating Teacher’: 22°€2.3.1, 3.4.1, 3.5.1) use professional reflection and learning to improve practieé. (7.4.1) + . . : Classroom Observation plays'a central role in Teaching Intemship. It is an important ciccess of leatning how to teach. Pre-Service teachers need to observe many classes through ~ Eccoom visits or through video-taped, lessons in order to leam more about the instructional see Claseroom dbservation provides a wide array of opportunities to see real-life teachers wal teaching. situations. These. observations will influence the way, you plan and teach. her will give you the time to reflect and make F Chserving the classes of your. Cooperating Teac! “Sesons on how you-will feach your lessons. This means that observation is very important in [(eeq sage of your career asa teacher wn déscribes.the practice of sitting in your Cooperating Teacher’s “aesses 10 observe, leat and reflect. Various aspects of the classcan be examined such ‘as Seccom ‘outines, use of time, schedule, class participation, teaching. strategies, classroom Senasement strategies, student engagement, instructional materials, differentiated activities, 1 of values, modes of assessment, types of assignment and many more. Classroom observatio i After the Orientation sessions, your Teaching Internship will bégin with a series of Fo sceecvations in the classes of your Cooperating Teacher. The number of observations and the Se ot these observations will depend: on your Teaching Intemship requiremen's. Your “eating Teacher may give you some opportunities to observe-other levels and subject areas ‘oa the availability of other teachers’ schedule.” You might also be allowed to.observe the ¥ of the other interns to eam more on the teaching-leamning process. ervation Conferences ‘Leamina Task 2: Doing Observation of Classes, Pre-Observaion and Post ObsImportance of Classroom Observation Classroom Observations involve the sharing of material and non-material resources, techniques and strategies of both the observer and the one being observed. By allowing you to Gbserve your Cooperating Teacher in actual classroom setting or online allows you to do self reflection for your own growth and development : ‘Advantages of Classroom Obser jon for the Practice Teacher + Observes a wide array of new techniques, strategies, ideas and instructional resources 1+. Gains insights on the degree of student engagement » Gets student reactions-from various perspectives + Cieates a professional leaming community through mentoring and coaching y + Provides for-Personal Professional Development and growth “Advantages of Classroom Observ: n-for the Cooperating Teacher + Allows one to see different tlasses through someone else’s eyes + Assesses one’s class froin a different perspective © Receives inputs (suggestions, ideas, resources) from a mentee Creates a professional learning community through mentoring and coaching Provides for personal proféssional development and growth The Focus of Classroom Observation In order.to help you get the best learnings/insights trom ‘your classroom observations, you need to focus on some aspects in the teacking-leaming process. This will help you collect some data and information: which you Will need in the. conferences with your Cooperating Teacher. ‘A Pre-Observation Coriference will be-conductéd by your Cooperating Teacher so that you can « discuss the focus of your observation’and the procedures you will do to record your-observations, The process can be done through a’ checklist, “accomplishment: of @ matrix, completion: of @ structured frame, narrative summary, field notes, making use of ‘a rubric, tallying of frequency, recording aneédotal records, writing of'reflections and the like, Your Cooperating Teacher may suggest the aspects or focus of observation or. you may bergiven the opportunity w suaBest the things that you wish to observe. Usually, you need to focus on only one or two aspects of observation ‘to give: you more time to look for salient details and in order to have @ thorough observation of the process, Some aspects to be observed are quite easy and can be accomplished itnmediately but others need mote time to analyze and will need a longer period of time. 5 ke Ge) Teaching Internship .. 2‘These are some things you can observe und the questions you. need to consider during the observation. : 1. Intended Learning Outcomes Intended Learning Outcomes specified in the Learning Plan ‘How were these outcomes made eown to the students? ‘Were they SMARTLY (specific, measurable, realistic and time bound) stated? ‘Were they achieved at the end of the lesson? ‘Were the (eaching-learning activities aligned to the objectives and the assessment? 2, Organization/Structure of | Opening /Introduction ofthe | How did the teacher introduce the the Lesson {esson lesson? : “How was the lesson developed! Development of the Lesson organized? ‘Are the lessons systematically! sequentially organized?, ‘Are the lessons arranged from simplest ro Complex? Closing of the lesson How dig the teacher synthesize the lessons? Appropriateness of the teaching | Are the activites suficient and “eaining activities ‘appropriate forthe lesson? Links and Transition of the -. | Were the links and transitions « : teachinig-leaming activities __| smooth and, properly executed? 3. Classroom Management. .| Time Management ‘Did the teacher*begin and end classes on time? Were the tasks given on time? Classroom Routines Order and Discipline in the Class Setting of Groups Physical Aspects Of The. Classroom (Ventilation, Sound, . Lighting, Seating Arrangement) if done face-to-face Management of the Learning Management System (if done Virtvally) Were there established classroom routines? ‘Was the class functionally in order? Were the.rules in group work ‘| explained? Were the physical aspects of the room checked when done face-to- facelvirtually? Learning Task 2: ing Observation of Classes, Pre-Observaion and Past-Observation Conferences‘Questigusto Consider 4. Teaching-Learning | Activities (TLA’s) ‘Variety of Teaching-Leamning Activities _ + Whole class: © Pair * Individually’ ‘Use of Differentiated Instruction ‘Alignment of Teaching— Learning Activities to the outcomes and modes of assessment ‘How varied are the teaching-learning. activities? + Whole class + Pair + Individually Wore.there differentiated instruction for the varied types of learners? Wore there differentiated instruction for the vatied types of leamers? ‘Are the teaching-learning activities aligned to the outcomes and mode of assessments? _ ‘5. Teaching Approaches, ‘Methods and Strategies “Approaches, Methods and Strategies Used ‘What approach was used:in the lesson? ‘What method was employed? ‘What strategies were utilized? Were all these appropriate to attain the learning outcomes? 6. Instructional Materials. “ (IM’s) Resources Selection, Development and Use of Instructional Materials! Resources including the use of ‘© Open online resources ‘What instructional materials” resources were used in the lessons? Were thiey appropriate, interactive and innovative? Did they make the'class highly engaging? Were they varied? Do they cater to ‘te individual differences? "7, Student Engagement Degree of Attention of Students Interest in’ the lesson. Passion to leam Commitment to do the tasks How focused are the students? ‘What is the degree of curiosity of the students? Were the students interested in the lesson? How eager and passionate are the students to learn? How éommitted are they in doing their tasks? &. Student Interaction “Types of Class Interaction + Teacher-Student Interaction * Student-Student Interaction + Studertt-Instructional Materials” Were the types of interaction evident in the class? Which one needs to be improved? + Student-Technology“Things to‘Observe Focus Aspect off Observation TTGuastions te. Consider 9. Questioning Techniques | Typei/levels of Questions | What levelaypes of questions were formulated /raiséd? é {Questioning Techniques Reacting Techniques ‘What questioning techniques were utilized? ‘What reaciing techniques were ‘employed by the teacher? 10, Integration of Values ‘Values Integration in the lesson ‘What values were integrated in the lesson? How were the values concretized in ‘the'lesson? Were these values applied in real life situations? I. Modes of Assessment "Types of Assessment | What assessments were utilized 10 find out if thie outcomes were ‘ealized/attained? ‘Were the assessments aligned to the learning outcomes and learning activities? Were the results satisfactory? 12. Assignment “Types of Assignment ‘What assignment was given to the- class? Does the given assignment improvel reinforce learning? Is the assignment doible? realistic? 13. Use of Language “Appropriateness of the language Use of the medium-of instruction.to facilitate teaching and Jeatning ‘Use of verbal and noin-verbal Communication ‘Use of positive reinforcements! feedback techniques | Is the language appropriate to the *) age level of the students? Is the medium of instruction correctly. used in the Subject area? Do the verbal and non-verbal ‘communication support studeint sunderstanding and participation? What positive reinforcements! feelibacks were used to boost students’ morale? 14, Personal Qualities of the Personal Grooming ‘What are the personal qualities of the ‘Teacher ‘Attendance teacher which are evident in the-class ‘ Punctuality ' | which improve the teaching-leaming: Voice process? Personal Graciousness nine Tank 2: Doina Observation of Classes, Pre-Observation and Post-Observation Goiferences« [ecasampesinaPObsereation| 15. Other things to observe ‘especially for those. teaching learners with special needs and those teaching in challenged " Things:to: Observe ‘Strategies used to respond to the given situations: ‘+ -geographic isolation # chronic illness Taian | Tow do the wchetsrexpond to {he needs ofleamet in icat tirourstanceo such as geographic feolation chon iinet * displacement due to armed’ | displacement due to armed confic, areas conflict urban resettlement or disasters, child ‘e- uiban resettlement or ‘abuse anc: child labor practices? child abuse and child labor practices Suteges used for ncusive Jeamets and fiom indigenous sr0ups ” ‘What strategies were used for inclusive leamers and from [indigenous groups? eee i Cy i SS : ‘lassroom: IS 1X bservation i) Teaching internship fsPerformance Task 1 Observing the teaching-learning process in Flexible Learning and different Distance ‘Learning Delivery Modes (online, radio-based instruction, television-based instruction, and other-modalities) focusing on the development of the MELCs and: reflecting on these Processes Based on the Pre-Observation conference wit ‘matrix based on your scheduled classes of observation, The observation may be done face-to- face or through different ‘Distance Learning Delivery Modes (online, radiorbased instruction, television-based instruction, and other modalities). Take note that your focus of observation is based on the results of your pre-conférence with your Cooperating Teacher. Make sure that you also need to focus on the development of the MELCs and reflecting on the different processes. If your observation is more than a week, please copy the’given‘template, > your Cooperating Teacher, complete the. a onaavaton See Srtarch Jbifeand |qoa0- }454 year | latended Learning we Laring Tok ‘ysoo | eeycelag] Ovtvoree “ope pe aly at iat tek” Cnganizatine Sch te kos wat WT fof | of te tse vl da ood opi Saab Fhe das war [Demir Rm age} ll Wel I Ces Maroy Vedi monoged | medal. arnt : : by He Gude eigondal Fhe tenehs nel] Te wn ay WPA LIL Pp] eM td pagar gue et tll ecto Hee we guste | ft bpd He Shep Toto te sob EE WP I Le fap Pode pte, otarive 98, | ofall eer hoe] Re chat Birpgenont | preinte, ih he pels : ot epak saophiode, TAT T Student [the Year Thoagh obser , wat al \ , Y WP 1 Par depeackon tates ahh oante eT con fot, Ovgented Learning Task 2: Doing Observation of Classes, Pre-Observation and Post-Observation Conferences,formance Task 2 [Attending pre-observatidn: and. post-abservation conferences, with the Cooperating Teacher and the College Supervisor ; After your observatioll'sdledule has bee fialized, you-are now ready to attend the pre- observation and-post-observatiol’ conferences with the ‘Cooperating. Teacher and the College tanrncnonpnd| Bonn ak trp ai ob Ladrrincperanek) Oe Herd | “ery had By Aloeh 26, rp mh vn | oe yoo { ‘Supervisor. Ne mnithe Pre~ ‘Notes Post Observation: ‘Plans of Ac sion [peo Foooteimonentance| Cones fat Taken he lie Lee picks we sadird breirge ome Merrch Ie, 2082 Sane grit ete ond yes applied. teaw sends pr | ae fied Ay Hanind. of what & \ | hag Sie ace shea | na | Morwr'| " Kamddinge ofl RpPerformance Task 3 Keeping a daily reflection journal. *— Refigetion journals are personal accounts or records of all, your learning experiences ‘These are your insights and leamings gained in the teaching-learning processes.. These are records of events which are pleasant or unpleasant that you can reflect on and learn from. It can help you assess the important learning events that happened. in your teaching which can direct ‘you to improve your professional career. Your reflection briefly summarizes your ideas, thoughts, to analyze and improve on your decisions and actions. process of feelings and emotions which will lead you "You, need to write your reflections ‘regularly to-motivate you to.learn and enjoy the learning. ‘As you move on with’ your task as Practice Teacher, you need to write your daily reflection journal. You may now start writing your reflection, ‘After observing-the classes of. your Cooperating Teacher whether in face-to-face or in distance delivery: mode, what aspects in the instructional cycle, do you think you are now capable of doing and the,areas you still need to improve on? Learning Task 2 Doing Observation of asses, Pe-Observaton and Post Observation Conferences| , Enoircle the letter of the;correct answer. J: 1: Which is a blueprint of the daily instruétional activities of the teacher? @ycaming Pisa, C: Léaming Piocedures B. earning Content .D. Learning Materials 'y, Which refers to the materials used to enrich classroom instrdction? A. Leaming Plan C. Leaming Content B. Learning Procedures ®pecariing Resources 3, Which can be given as an optional dotivity-to reinforce:students’ learning? A. Artwork C. Assignment : B, Acti ©@ Assessment 4, Why is Learning Pian important? A. It keeps teachers;on cue. B._ It is a requifement of the profession. C. It enables’ the teachers to do’ what is next. It guides the: teachers: in her/his ‘daily activities. 5. Which plan is used by teachiers who, are:new in the service or those who have less, than a year of teaching experience? ‘A. Daily, Lesson Log . Bi Daily Lesion Plan (Cppetsited Lesson Plan Di Daily-Learning’ Activities’ 6. Which*assessmient task is ‘aligned to- this competency: “identify ‘classroom routines”? |A. Is.classroom routine necessary for class order and discipline? \Give an example of classroom routine. C. What is meant by classroom. routine? 1D. 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