Observation Booklet

University of Southern
Queensland
Faculty of Education
Bachelor of Education
PRT2201
Professional Experience
Kid Watching and Observation Booklet
Table of Contents:
Part A: Sample Observation Sheets...............................................................................................................4

1a Observation Sheet..............................................................................................................................................4
1b: Learning Behaviour Observation Checklist...................................................................................................5
1c: Observation of Productive Pedagogies............................................................................................................6
1d: Role of Teacher During Group Work.............................................................................................................7
1e: ICT Observation Log.......................................................................................................................................8
1f: ICT Observation Log........................................................................................................................................9
1g Observation: Distribution of Class time........................................................................................................10
1h Observation: On-task tracking......................................................................................................................11
1i Observation: Look who’s talking....................................................................................................................12
1j Observation: Teacher travel or attention.......................................................................................................13
1k Observation: Questioning...............................................................................................................................14
1l Observation: Question Type............................................................................................................................15
1m Observation: Positive and Negative statements...........................................................................................16
1n Observation: Talking out of Turn..................................................................................................................17
1o Observation: Questioning – Blooms Taxonomy............................................................................................18
1p Observation: Questioning – Student Response Success................................................................................19
1q Observation: Questioning – Who is doing what?..........................................................................................19
1r Observation: Poor learning tendencies..........................................................................................................21
1s Observation: Good learning behaviours:.......................................................................................................22
1t Observation: considerations and questions for planning..............................................................................23
About Objects and Events:...........................................................................................................................23
What do you see/hear?.................................................................................................................................23
How does this feel?.......................................................................................................................................23
What is happening?......................................................................................................................................23
About the child’s thoughts:..........................................................................................................................23
How is the content/activity like something that the child has done/seen before?......................................23
How can you explain this?...........................................................................................................................23
Why do you think that happened?...............................................................................................................23
What happened that you did not expect?.....................................................................................................23
About the Child’s actions, feelings and memories:.....................................................................................23
What did they do?.........................................................................................................................................23
What did it remind you or them of?.............................................................................................................23
What did the you or the child image?..........................................................................................................23
What did you and the children like/dislike?................................................................................................23
About the child’s speculations and predictions:..........................................................................................23
What would happen if?.................................................................................................................................23
2
What will happen next?................................................................................................................................23
Is there a rule or process?............................................................................................................................23
Could something different happen? Why?..................................................................................................23
1u Observation: questioning in a LOTE classroom...........................................................................................24
3
Part A: Sample Observation Sheets
1a Observation Sheet
Lesson/Event/Aspect of Classroom
Description of Lesson/Event/Aspect of Classroom Observed
Subject _________________________ Class: _____Year: ______ Size: ______
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(Fill in applicable sections)
Management Comments
Planning Comment
Instruction Comment
Special Event/Aspect Comment
Feedback and Discussion with Mentor Teacher:
4
1b: Learning Behaviour Observation Checklist
Child’s Name: _______________________Date ________________
LISTENING SKILLS Behaviour Comment
1-4
° listens attentively
° listens courteously
° ignores distractions
° responds to directions
° demonstrates understanding
RESPONSE TO QUESTIONING
° responds willingly
° responds ably
° responds in monosyllables
° responds in telegraphic speech
RESPONSE STRUCTURE
° grammatical
° logical
PARTICIPATION IN DISCUSSION
° Avoids discussion
° needs encouragement
° willing participant
° dominates the discussion
° contribution:
- good quality
- poor quality
SPEECH
° clear
° audible
WRITTEN TASKS PARTICIPATION
° avoids
° needs encouragement
° willing
STRUCTURE AND CONTENT
° neat
° well organised
° content appropriate
GENERAL BEHAVIOUR PATTERN
° on task
° off task
° works independently
° over reliance on teacher
° over reliance on other pupils
° withdrawn
° distractible
Behaviour occurs: 1. frequently, 2. sometimes, 3. only occasionally, 4. Never
Diagnostic Statement:
5
1c: Observation of Productive Pedagogies
Student Observation based on Productive Pedagogies: Select 4 of these elements to observe
Higher Order Thinking: did the Comments:

students recite facts or participate
in routine practices OR were
students engaged high levels of
thinking in order to hypothesise,
argue, formulate or construct
answers
Deep Understanding: students Comments:
demonstrated superficial
understanding of ideas OR students
demonstrated substantial
understanding of important
concepts
Knowledge as Problematic: students Comments:
presented knowledge in an
uncritical fashion OR student were
aware of conflicting views of
knowledge
Cultural Knowledges: student Comments:
demonstrated no recognition or
valuing of other than the dominant
culture OR different culture are
equally valued
Active Citizenship: students Comments:
demonstrate no concern OR
substantial concern for responsible
citizenship
Transformative Citizenship: to what Comments:
extent do students make mention of
rights and responsibilities in a
democratic society
Connectedness to the World: to what Comments:
extent in a connection made
between classroom activities or
content and situations beyond the
classroom
6
1d: Role of Teacher During Group Work
What Role does the Teacher take Frequency

during group work? Once More Never
than
once
Motivator
Facilitator
Consultant
Discipline Agent
Instructor
Questioner
Settler of Social Climate
Organiser
Provider of Equipment and Resources
Other (describe)
Additional comments:
7
1e: ICT Observation Log
Learning Log - Reflection on ICT Based Activity
Date, Name and Description

of Activity
Curriculum Area
Year Level
Reflections of Implementation
of Activity, Examples:
 Student grouping
 Instructions given
 Placement of
equipment
 Role of teacher
How would you implement or

change the activity?
Other Comments
8
1f: ICT Observation Log
ICT Observation based on Effective Learning and Teaching Principles
Date, Name and Description

of Activity
Curriculum area
Year Level
Understand the learner
(How did classroom practice
reflect this principle?)
Understand the learning

process
(How did the use of computers
support the learning process?)
Supportive and challenging

environment
contribute to the learning
environment?)
Worthwhile partnerships
(What partnerships did the use
of computers support, promote
or utilise?)
Social and cultural contexts

respond to or shape social and
cultural contexts?)
9
1g Observation: Distribution of Class time
How many times or how much time have you observed the following activities within the class?
Activity Time/times Comments (what happened

or how did this occur?)
Review previous knowledge
or lesson
Demonstration
Guided Practice
Giving Feedback
Independent Practice
Reviewing current lesson
Housekeeping
10
1h Observation: On-task tracking
How many times or how much time have you observed the following activities within the class? You
might like to select 1 or a small group of students rather than the whole class.
Task Time/times Comments (what

occurred?)
Looking
Reading
Responding to teacher
Responding to other student
Working
Other on-task activity
Off-task activity
11
1i Observation: Look who’s talking
Task Time Comment

Teacher talk
Student talk
Group discussion
No talking
12
1j Observation: Teacher travel or attention
Tally how many times or how much time have you observed the following activities within the class? You
may also like to add comments as to why.
Teachers Desk Overhead or Chalkboard Other
Front left Front center Front right
Centre left Centre Centre right
Back left Back centre Back right
13
1k Observation: Questioning
Item Tally or Time Comment

Teacher asked question
Student asked question
Teacher prompted wait time
Student prompted wait time
Question asked to whole

class
Question asked to small
group
Question asked to individual
Response from individual

student
Response from identified
group
Response from entire class
Response called out by

student
Teacher answered
14
1l Observation: Question Type
Question Type Time Comments

Quantity type question:
How many…. List all the ….
Viewpoint type question

How would X feel about….
Elaboration type question:

Can you expand on this?
Pretend type question

If you could do anything to
solve…..
Forced associate type

question
How is …. Like ….
Reorganization type question

What would happen if …..
Non-divergent thinking type

question
Factual recall or restatement
15
1m Observation: Positive and Negative statements
Statement type Times Comments

Positive teacher statement
Negative teacher statement
Neutral teacher statement
Positive student statement
Negative student statement
Neutral student statement
16
1n Observation: Talking out of Turn
Teacher response Time Comment

Ignore the student
Call on the student
Verbally admonish
Non-verbal message
Record on Board/paper
Other
17
1o Observation: Questioning – Blooms Taxonomy
Question Type Times Comment

Knowledge Level:
Tell, list, describe, relate,
locate, write, find, state,
name
Comprehension Level:
Explain, interpret, outline,
discuss, distinguish, predict,
restate, translate, compare,
describe
Application Level:
Solve, show, use, illustrate,
construct, complete, examine,
classify
Analysis Level:
Analyse, distinguish,
examine, compare, contrast,
investigate, categories,
identify, explain, separate,
advertise
Synthesis Level:
Create, invent, compose,
predict, plan, construct,
design, imagine, propose,
devise, formulate
Evaluation Level:
Judge, select, choose, decide,
justify, debate, verify, argue,
recommend, assess, discuss,
rate, prioritize, determine
18
1p Observation: Questioning – Student Response Success
Student Response Time Comment

Correct, quick and firm
Correct, hesitant
Incorrect, careless
Incorrect, lacking knowledge
Answered with another

question
Other
1q Observation: Questioning – Who is doing what?
Activity Time Comments
Teacher accepts feelings
19
Teacher praises or encourages
Teacher accepts or used ideas

of students
Teacher asks questions
Teacher gives lecture type

instruction
Teacher gives directions
Teacher criticizes
Student responds to teachers

question or task
Student initiates discussion or

task
Students are silent or

confused
Student praises or
compliments
Student validates other

students idea
Student asks question or asks

for clarification
No speaking due to student

composition
20
1r Observation: Poor learning tendencies
Poor learning attribute Time Comment

SUPERFICIAL ATTENTION: Skimming over
with no attempt to actively process the information
in order to generate personal meaning.
IMPULSIVE ATTENTION: Some parts of a
communication attended to, others overlooked, e.g.
the learner may focus on an interesting example
and ignore a major point - spotty processing.
PREMATURE CLOSURE: Ceasing work on a task
in the genuine belief that it is finished, when in fact
some things have not been done. No attempt to
systematically check the answers against the
instructions.
INAPPROPRIATE APPLICATION: Blind
application of a memorised procedure in a situation
where it is not applicable.
STAYING STUCK: Lack of any strategy to cope
with getting stuck except to call for help. No
attempt to return to the instructions, reflect on the
strategy selected, analyse what has been done so far
or consider alternative approaches.
INEFFECTIVE ERADICATION: Persistent
reappearance of apparently changed
misconceptions or alternative explanations.
LACK OF INTERNAL REFLECTIVE
THINKING: - The learner focuses only on current
work without attempting to look for any connection
between it and what has come previously. Each
lesson, activity, or even instruction is seen as
isolated from the others.
LACK OF EXTERNAL REFLECTIVE
THINKING: No attempt to link the content of one
school subject with the outside world or other
subjects.
NON-RETRIEVAL: No attempt to retrieve one's
own existing views and understandings which are
relevant to the `school knowledge' being presented
by the teacher or text. Learner is unaware of
conflicts between this school knowledge and their
personal views.
21
1s Observation: Good learning behaviours:
Behaviour Time/Student Comment

Asks teacher why they went wrong
Tells teacher when/what they don’t
understand
Checks work against instruction,
correcting errors and omissions
When stuck, refers to earlier work
before asking teachers
Checks personal comprehension of
instruction and material. Requests
further information if needed.
Seeks reasons for aspects of the
work at hand
Anticipates and predicts possible
outcomes
Plans a general strategy before
starting
Explains purposes and results
Checks teachers work for errors;
offers corrections
Seeks links between adjacent
activities and ideas
Seeks links between non-adjacent
activities, ideas and between
different topics
Independently seeks further
information, following up ideas
raised in class
Seeks links between different
subjects
Asks inquisitive but general
questions
Offers personal examples which are
generally relevant
Seeks specific links between
schoolwork and personal life
Searches for weaknesses in their
own understanding, check the
consistency of their explanations
across different situations
Suggests new activities and
alternative procedures
Expresses disagreement
Offers ideas, new insights and
alternative explanations
Justifies opinions
Reacts and refers to comments of
other students
22
1t Observation: considerations and questions for planning
Comment on the following.
About Objects and Events:
What do you see/hear?
How does this feel?
What is happening?
About the child’s thoughts:
How is the content/activity like

something that the child has done/seen
before?
How can you explain this?
Why do you think that happened?
What happened that you did not expect?
About the Child’s actions, feelings and

memories:
What did they do?
What did it remind you or them of?
What did the you or the child image?
What did you and the children

like/dislike?
About the child’s speculations and

predictions:
What would happen if?
What will happen next?
Is there a rule or process?
Could something different happen?

Why?
23
1u Observation: questioning in a LOTE classroom
Rationale: In the classroom a teacher’s talk contains questions in almost 2 out of every three exchanges
with students.
Aim: Evaluate role of questioning
Objectives: Observe, assess, reflect on the role of teachers’ questions in the classroom.
Task: Present data from a minimum of three lessons during prac.

1. Write down samples of the questions teachers ask.
Record in table form words the teacher used in phrasing questions during a lesson, in the:
(1) orientating phase
(2) enhancing phase
(3) synthesising phase
Record student language use in response.
2. Reflect on the teacher’s purpose in the question; and

learning potential from the student language production.
Oral questions: Decide which type of question is being asked:

display question (D) (for which the teacher knows the single correct answer and is checking student knowledge,
and pronunciation of answer eg How many cents in a dollar?
referential question (R) (for which there are real appropriate answers; the teacher is genuinely interested in the
answer 'eg. What did you have for lunch?
Display: When information is given beforehand and teachers ask students to recall form memory, the platform for
conversational competence (Widdowson 1990) is not being developed; memory if any thing is being tested but not
comprehension. For example:
Teacher: Can you draw this map?

Student: Yes, I can.
Teacher: Can you type?
Teacher: Can you speak Japanese?
Display questions such as these may have value for recycling new language at early stages of learning it and perhaps
for students’ language production. But they do not provide answers which solve a problem in terms of assisting
learning to take place.
Referential questions tend to interest students more, since they call for a degree of personal involvement. In general,
students respond better to teachers who treat them like real people, and who show a genuine interest in them. This
implies that we should consider increasing the use of referential (real) questions, and of divergent questions, for
which there is a variety of correct answers in class.
Text questions (adapted from Maley 1993): Decide which type of question is being asked. Questions 1-3 are
convergent types leading to one correct answer; Questions 4-7 are divergent in nature.
1. Factual questions: text provides explicit answer e.g. 'How many places did the hero visit?'
2. Cause/effect questions: the reader has to put information together from different parts of the text e.g. 'Why did he
want to get good marks?'
3. Inference questions: the reader has to work out the meaning and answer from partial clues by reading the hidden
meanings, 'reading between the lines'. e.g. 'Why did he invite the new arrival home?'
4. Opinion questions: the reader has to commit a personal opinion to what has been read. e.g. 'What do you think of
the community reaction to the new arrival’s behaviour at the meeting?’
5. Interpretation questions: the reader has to interpret an understanding of the information in the text, not simply
comprehension of it e.g. 'The animals are muzzled and put into vans at the beginning of the story on video. Why?
6. Personalised questions: the reader has to consider and give a personal response. e.g. 'What would you have said
if you had met the new arrival?
24
7. Speculative questions: the reader has to speculate about the unknowable, because the outcomes are not given in
the text but there are indications of future events outside the text e.g. 'What do you think happens to the animals
when they are released?'
http://www.onestopenglish.com/teaching_minimal_resources/minimal_maley.htm
Samples of Teacher’s Questions (expand the table to fit –at least 3 lessons)
PHASE: Teacher’s WORDS Question sample type: Resulting STUDENT
Orientation LANGUAGE use
Enhancement Display/Referential/Text
Synthesising type
Metacognitive journal
(expand table to fit)
Question My observation of what What I learned and how I learned it
sample happened
1.
2.
3.
25

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University of Southern

Part A: Sample Observation Sheets...............................................................................................................4

Subject _________________________ Class: _____Year: ______ Size: ______

(Fill in applicable sections)

Special Event/Aspect Comment

Feedback and Discussion with Mentor Teacher:

Student Observation based on Productive Pedagogies: Select 4 of these elements to observe

Higher Order Thinking: did the Comments:

What Role does the Teacher take Frequency

Settler of Social Climate

Provider of Equipment and Resources

Learning Log - Reflection on ICT Based Activity

Date, Name and Description

How would you implement or

ICT Observation based on Effective Learning and Teaching Principles

Date, Name and Description

Understand the learning

Supportive and challenging

Social and cultural contexts

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______

Activity Time/times Comments (what happened

Reviewing current lesson

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______

Task Time/times Comments (what

Responding to other student

Other on-task activity

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______

Task Time Comment

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______

Teachers Desk Overhead or Chalkboard Other

Front left Front center Front right

Centre left Centre Centre right

Back left Back centre Back right

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______

Item Tally or Time Comment

Student asked question

Teacher prompted wait time

Student prompted wait time

Question asked to whole

Response from individual

Response called out by

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______

Question Type Time Comments

Viewpoint type question

Elaboration type question:

Pretend type question

Forced associate type

Reorganization type question

Non-divergent thinking type

Description of Lesson/Event/Aspect of Classroom Observed

Subject _________________________ Class: _____Year: ______ Size: ______

Statement type Times Comments

Negative teacher statement

Neutral teacher statement

Positive student statement

Negative student statement

Neutral student statement

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