Observation - Objective Observer 10 points
Teacher candidates will apply their knowledge of professional observation skills, including identification of major characteristics of the learning and social behaviors of typical and atypical students to:
Teacher candidates are able to differentiate between professional and unprofessional observation skills
Teacher candidates are able to record what they observe
Teacher candidates are able to write up their observation notes with recommendations for curriculum and instructional implications
Teacher candidates will apply their knowledge of professional observation skills and curriculum and instructional strategies
to observe a student
take objective notes on the student’s behavior, and
write up a report summarizing the observation and make educational recommendations for the student.
Title and necessary information:
Choate, J. S. (2004) Needham, MA: Allyn & Bacon. Chapters 1-3
Tomlinson, Carol Ann. (1999). Alexandria, VA: Association for Supervision and Curriculum Development. ISBN # 0-87120-342-1 (Available free through CSUSM ebooks library.)
Search here: http://library.csusm.edu/catalog/
Identify a K-12 student to observe.
DO NOT observe a student in your own class, or a child whom you already know. Being objective is critical to good observation.
Chose a child that represents a difference, student learning English, student that is an accelerated learner, student that has a special education label under IDEA or ADA, student that is shy…)
Please observe the student for 30-60 minutes.
It is NOT REQUIRED to see the student’s records. These are confidential and you may not have access. If you are able to read the child’s record you may include that in your report.
Remember to keep all information about your student confidential. Use pseudonyms (false names) for the child, the child’s teacher and the school.
Write Student Data: Part I of Report.
(This part of the report is only a documentation of what you see and hear.
DO NOT include any opinions.)
Chronological Age of Student
Pre-school and K-12 school history if available
Health issues (allergies, diagnosed ADHD, glasses…)
Family information, with whom does the child live and who else is part of the student’s family (divorced parents, raised by grandmother, siblings, foster family…)
Special service student receives (IEP, SST, ESL, referred for testing)
Attendance and tardiness concerns
Fish/Drolet/Leighty, Spring 20067