Transcript Evidence Based Observation Part 2 2 Hour Group Day 3

Evidence Based Observation
Lead Evaluator Training
Part 2 – Day 3
Welcome Back!
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Keep going with the opportunities for viewing
lessons and discussion.
White boards were fun—instead of chart paper
Effective questioning needs to be leveled in order
to reach all students. This is to take students from
a base knowledge to more in depth thinking. It
must be relevant to the learning and include
appropriate wait time.
Dear Colleague,
We will be taking a look at Effective Questioning.
Here are the things I will be looking for:
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Linked to the objective
Planned questions
Range of questions
Quality over Quantity
Thank you!
To: Colleague
From: Colleague
Date: November 16, 2011
Subject: Effective Questioning
The following are the key points to look for when
you are watching for effective questioning:
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Questions are congruent
All students involved
Invitation to think
Range from base knowledge to critical thinking
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Practice collecting evidence of “teaching to an
outcome” and “effective questioning”
Examine an observation that you have completed,
looking for evidence and bias/opinion
Identify the presence or absence of “teaching to an
outcome” and “effective questioning” in your
current observation tool
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Explain the difference between current practice and
evidence based observation
Identify and define criteria for one area of effective
instruction around which evidence collection will be
focused
Describe strategies that a district could employ to
increase the quality of evaluations and the
agreement of evaluators.
Collect and categorize evidence based on four
areas of effective instruction
Criteria for Effective Questioning
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Congruent (relevant) to the learning
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All students
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Invitation to think
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A range of questions are used to extend thinking
from a base of knowledge to higher order thinking
that is more critical and creative
High Consensus
Low Consensus
Yes/No - Fact
Why or why not? Defend your position..What if?
Teacher asked one student, “Tell me what you are
reading. Tell me about this book. Is it a story
about fish….or is it information about fish?”
Student replied, “A story.” The teacher asked,
“What makes you think it’s a story about fish?”
Teacher asked the class, “Do you notice anything
about books like these? What kind of book is this?”
One student replied, “That it talks about snakes.”
The teacher showed the class a book and asked, “Do
you think I’m going to read information about a
dinosaur or do you think this will be a story about a
dinosaur?”
The teacher held up two books and asked, “Do you
see the difference on the front cover?”
The teacher asked the class, “In the book story, it’s
about a little what?”
Moving towards evaluating
performance over time…
Materials:
◦ 3 sample observation documents
for a high school math teacher
◦ NHPS Classroom Practice Rubric
On Your Own:
 Place 3 reports side-by-side in order
 Use the NHPS rubric for classroom practice to
determine an overall rating for the assigned
indicators (C1, C4, C9)
At Your Table:
 Share your ratings, come up with a consensus
on a rating for each assigned indicator
 Discuss:
◦ How did your ratings compare?
◦ How far apart were you?
◦ What challenges did you face coming to consensus?
Your Mission:
 Collect 4-5 pieces of evidence that you will label
and e-mail to Barb and Pat by November 30th.
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Label the evidence as “Check for
Understanding,” “Student Engagement,” “Teach
to an Outcome” and/or “Effective Questioning”
Keep in mind that “good evidence” is often
quotations or numerical facts having to do with
the students or the teacher.
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The teacher stated, “During today’s lesson, you will
identify coins and their values. You will practice
calculating the sums of the coins.”(Teaching to an
outcome)
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The teacher asked, “When would you need to add
coins?” (Effective Questioning)
The teacher displayed clusters of coins on the
interactive white board. All students wrote the sums of
the coins on their individual white boards and showed
their work to the teacher when she said, “Show!”
(Student Engagement/Checking for Understanding)
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Email your 4-5 pieces of evidence (labeled) to
[email protected] and
[email protected] by November 30, 2011.
Practice collecting evidence using the four
areas of instruction we have studied
Identify the 3-5 key areas that your district
will use when conducting classroom
observations
Thank You!
Coming Soon: Part 3 Sessions!