Teaching During Activity (Part 2) Flashcards
what is an important teacher skill
ability to accurately observe student activity
without accurate observation of students, what is not likely a teacher will provide
effective feedback to students or make effective decisions regarding an ongoing instructional plan
what skills should future and current teachers learn and develop
ability to observe and analyze
what factors contribute to a teacher’s ability to observe
- knowledge of subject matter
- nature of students being taught
- context and complexity of the learning environment
how can teacher observation competency be compromised
- teacher unfamiliarity with the content
- teacher discomfort when teaching
- challenge of teaching a large class
what is an added observational challenge
reality that some motor skills are hard to observe analytically in real time (e.g., long jump, overhand throw)
how is the analysis of the skills that are hard to observe in real time enhanced
through video footage that allows the observation to be visually slowed down
guidelines for teachers to improve observation of student responses
- position that the teacher observes from is critical
- teachers do better if they know in advance specifically what they will be looking for
- observation of large groups seems to be enhanced if teacher has a strategy for observing large group
what is the first thing that teachers are responsible for when observing
prioritize maintaining an observational position where they can see all the learners
what must teachers vary when in comes to positioning
their observational locations in order to see different aspects of student skill execution
what must teachers be aware of with the positioning
student performance can be affected by where the teacher is standing
when working with a large group why should teacher intentionally move through group
students will be more on task and also tend to more productive
what should teachers continually do with a group
flow to the outside of the groups so they can quickly regain their view of the group
where won’t students practice
in an area they think is specifically designated for a teacher
how can teacher avoid having students think there is a designated space to avoid for teacher
teachers continually move around (without a designated space) so the students will use more of the available space
what do different motor skill and different parts of a motor skill require for positioning
different views of performance (e.g., overhand throw- observe some aspects from front and some from side)
what must teachers be intentional about to effectively allow them to observe the student skill component they are prioritizing
selecting an observational location
when students are doing independent group work what are teachers still responsible for
observing and working with individual students within the groups and observing and working with each group as a whole
if teachers have a plan for observing individuals of large groups
they are more likely to use their observation time effectively
how can teacher observation plans range
from observing the entire group to observing select individuals within the group
regardless of the observation plan, what must teachers prioritize
observing every individual student at some point in time
- not just those struggling
what does a plan for observation help the teacher avoid
the problem of looking but not really seeing
can occur easily when teacher confronted with sea of performers
what does an important observational decision involve
how long a teacher is going to observe a particular student or group of students
to observe most efficiently what must teachers have
thorough developmental plan in place so they know what they are looking for and in what order
