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The Power of Observation
Before Observation• Which students are the focus of
the observation?
• What method will best capture the observation?
• What opportunities might there be for collecting data towards criteria on the rubric?
• What is the specific focus for the observation (e.g., development in a specific area, or interests and disposition)?
During Observation• What evidence is there that the
student is using learning strategies (e.g., predicting, analyzing, drawing conclusions, posing questions)?
• What connections or relationships does the student seem to understand?
• How is the student communicating?
• What understandings are sticking out?
• How does the child’s personal and social development reflected through this process of inquiry?
After Observation• How does the observation assist with
documenting progress along the rubric?
• How does the observation assist the teacher to plan for the next day? Set up materials? Invitation?
• What other curriculum connections can be made?
• What intentional activities seem best to scaffold for the student learning?
• What new questions have been raised about the student’s learning, and thinking?
Observation can be used not only as the basis of information about individual children and the building of a classroom community, but also as the place from which teachers can begin to engage in the dialogic process of reflection, hypothesis building, and planning.
Curtis & Carter, 2000
While watching and interacting with students through inquiry, educators pay close attention to how their students make known their ideas, interests, and theories. These revelations challenge educators to assess:
* what students are thinking* how they interpret and communicate* what they learn through inquiry* where their questions and interest take them over the next few days.