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Classroom observation

Classroom observation – Watch the impact not the teacher!

• 1100+ meta-analysis
• 65,000 studies, and
• ¼ billion students
• and now adding affective outcomes

• No. of effects

d=.40

Yes, there are high and low probability teaching methods

(based on 541 metas, about 30,000 studies, and 30m students)

High probability ES RANK Low Probability ES RANK

Conceptual change programs 1.16 5 Inquiry based teaching 0.35 101 Response to intervention 1.07 6 Online, digital tools 0.32 111 Cognitive task analysis 0.87 9 Homework 0.29 120 Classroom discussion 0.82 10 Teaching test taking & coaching 0.27 124 Reciprocal teaching 0.74 14 Use of powerpoint 0.26 128 Feedback interventions 0.73 15 Individualized instruction 0.23 138 Acceleration (gifted) 0.68 17 Programmed instruction 0.23 140 Concept mapping 0.64 21 Matching style of learning 0.23 143 Problem solving teaching 0.63 22 Co-/ Team teaching 0.19 154 Direct Instruction 0.60 28 Problem based learning 0.15 164 Repeated Reading programs 0.60 29 Perceptual-Motor programs 0.08 176 Mastery learning 0.57 36 Whole language 0.06 180

Yes, there are high and low probability teaching methods

(based on 541 metas, about 30,000 studies, and 30m students)

High probability ES RANK Low Probability ES RANK

Conceptual change programs 1.16 5 Inquiry based teaching 0.35 101 Response to intervention 1.07 6 Online, digital tools 0.32 111 Cognitive task analysis 0.87 9 Homework 0.29 120 Classroom discussion 0.82 10 Teaching test taking & coaching 0.27 124 Reciprocal teaching 0.74 14 Use of powerpoint 0.26 128 Feedback interventions 0.73 15 Individualized instruction 0.23 138 Acceleration (gifted) 0.68 17 Programmed instruction 0.23 140 Concept mapping 0.64 21 Matching style of learning 0.23 143 Problem solving teaching 0.63 22 Co-/ Team teaching 0.19 154 Direct Instruction 0.60 28 Problem based learning 0.15 164 Repeated Reading programs 0.60 29 Perceptual-Motor programs 0.08 176 Mastery learning 0.57 36 Whole language 0.06 180

Classroom observations based on watching teachers teach are thus fraught with the problems of confusing teaching methods with learning impact.

• 1. Too molecular on what teacher does

The teacher cites intra- and interdisciplinary content relationships The teacher plans demonstrate awareness of possible student misconceptions and how they can be addressed The teacher's plans reflect recent developments in content-related pedagogy The teacher seeks out information from a students about their cultural heritages The teacher maintains a system of updated student records and incorporates medical and/or learning needs into lesson plans The teacher has ongoing relationships with colleges and universities that support student learning The teacher manages a log of resources for student reference Lesson plans differentiate for individual student needs Assessments provide opportunities for student choice Teacher designed assessments are authentic, with real-word applications as appropriate There is total alignment between the learning activities and the physical environment

Classroom observations based on watching teachers teach are thus fraught with the problems of confusing teaching methods with learning impact.

• 1. Too molecular on what teacher does
• 2. Depends on nature of incoming students (Whitehurst, Chingos, & Lindquist, 2014)

10 20 30 40 50 60 70 80 90 100 Lowest Second lowest Middle Second highest Highest

Average incoming achievement level of teachers' students (Quintiles)

Top 20% Second highest 20% Middle 20% Second lowest 20% Bottom 20%

Top of the charts -- Teacher impacts on students

RANK Teacher Impacts on Students ES RANK Teacher Impacts on Students ES 1 Teacher estimates of prior achievement 1.62 17 Acceleration 0.68 2 Collective teacher efficacy 1.57 18 Creativity programs 0.65 3 Student estimates of prior achievement 1.33 21 Concept mapping 0.64 5 Conceptual change programs 1.16 22 Problem solving teaching 0.63 6 Response to intervention 1.07 23 Classroom behavioral 0.63 9 Cognitive task analysis 0.87 24 Vocabulary programs 0.62 10 Classroom discussion 0.82 28 Direct Instruction 0.60 14 Reciprocal teaching 0.74 29 Repeated Reading programs 0.60 15 Feedback 0.73 36 Mastery learning 0.57 16 Providing formative evaluation to teachers 0.68 41 Comprehension programs 0.55

Classroom observations based on watching teachers teach are thus fraught with the problems of confusing teaching methods with learning impact.

• 1. Too molecular on what teacher does
• 2. Depends on nature of incoming students
• 3. Reliability – need at least 3 lessons by 2 raters
• 4. Halo effects – Impressions linger
• 5. Depends on who observes
• 6. Voice and clothes among the highest biases
• 6. Criteria of success: surface or far transfer, reinvestment in learning
• 7. Restriction of range
• 8. The weighting problem
• 9. Reporting back can be poor … Teachers as graziers
• 10. Can you observe a teacher when the teacher is silent
• 11. Students who share a classroom experience can have very different

learning opportunities and experiences

• 12. The importance of peer effects

It is a sin to watch a teacher, watch their impact

Developing observation of teacher impact on students

Illustrative Dimensions of a Limited-Focus Classroom Observation Form

• Learning Targets.
• Cognitive Engagement.
• Command of Content.
• Question Quality.
• Practice Opportunities.
• Formative Assessment.
• Classroom Climate.

The Visible Classroom

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Ai-Live Technology Overview

Coding

1 Deepen understanding 2 Connect ideas 3 Scaffolded activities 4 Collaborate 5 Connections 6 Open-ended 7 Closed-ended 8 Introduces & explains 9 Resources 10 Important 11 Instructions 12 Feedback 13 Review 14 Prompting 15 Goals 16 Repeats comment 17 Summarise 18 Behaviour 19 Praise & positive environment

ES Provides immediate, specific and corrective feedback

.41

Provides student with opportunity to deepen understanding,

.39

Sets clear behaviour expectations

.37

Students have opportunity to ask task-related questions .31 Emphasises important points

.31

Concludes the lesson by recapitulating/summarising key points

.31

Repeats comment or question from student before answering

• .27

Asks closed questions or questions which have one correct answer

• .44

Provides step by step instructions on completing tasks/activities

• .47

Introduces and explains new/complicated vocabulary,

• .47

Changes over time

Visible Teaching – Visible Learning

When teachers SEE learning through the eyes of the student and when students SEE themselves as their own teachers.

jhattie@unimelb.edu.au

Visible learning in action

It’s about growth: Know thy impact