The Power of Observation

Before Observation• Which students are the focus of

the observation?

• What method will best capture the observation?

• What opportunities might there be for collecting data towards criteria on the rubric?

• What is the specific focus for the observation (e.g., development in a specific area, or interests and disposition)?

During Observation• What evidence is there that the

student is using learning strategies (e.g., predicting, analyzing, drawing conclusions, posing questions)?

• What connections or relationships does the student seem to understand?

• How is the student communicating?

• What understandings are sticking out?

• How does the child’s personal and social development reflected through this process of inquiry?

After Observation• How does the observation assist with

documenting progress along the rubric?

• How does the observation assist the teacher to plan for the next day? Set up materials? Invitation?

• What other curriculum connections can be made?

• What intentional activities seem best to scaffold for the student learning?

• What new questions have been raised about the student’s learning, and thinking?

Observation can be used not only as the basis of information about individual children and the building of a classroom community, but also as the place from which teachers can begin to engage in the dialogic process of reflection, hypothesis building, and planning.

Curtis & Carter, 2000

While watching and interacting with students through inquiry, educators pay close attention to how their students make known their ideas, interests, and theories. These revelations challenge educators to assess:

* what students are thinking* how they interpret and communicate* what they learn through inquiry* where their questions and interest take them over the next few days.