ABSTRACT
The second phase in the clinical supervisory model is the classroom observation (see Figure 9.1 in Chapter 9 ). The pre-observation conference underpins the formal classroom observation. It provides an opportunity for teachers to talk about teaching, but more crucially, it identifi es a focus for the upcoming observation. The focus guides the supervisor’s choice of a data collection tool. The quality and quantity of the data collected and the way
• The intents of data collection • Tips from the fi eld • Overview and application of observation tools and methods
Tool 11: Types of Data Tool 12: Wide-Angle and Narrow-Angle Data Collection Techniques Tool 13: Observation Guide Using Bloom’s Taxonomy Tool 14: Focus on Wait Time Tool 15: Focus on Cause-and-Effect Data Tool 16: Focus on Variety of Instructional Methods Tool 17: Examining Teacher-Student Discussion With a Focus on How
Student Comments Are Incorporated Into the Lesson Tool 18: Selective Verbatim: Teacher’s Verbal and Students’ Physical and
Verbal Behaviors Tool 19: Wide Angle: No Focus Tool 20: Focus on Calling Patterns and Patterns of Interaction Tool 21: Focus on Tracking Transition Patterns Tool 22: Tracking the Beginning and Ending (Closure) of Class Tool 23: Observing Cooperative Group Learning Tool 24: Classroom Traffi c
the supervisor presents it will signifi cantly infl uence the quality of the post-observation conference. The pre-observation conference leads to the classroom observation.
