Download e-book for iPad: Diagnostic Classroom Observation: Moving Beyond Best by Nicole Saginor

By Nicole Saginor

ISBN-10: 1412955130

ISBN-13: 9781412955133

ISBN-10: 1412955149

ISBN-13: 9781412955140

The diagnostic school room statement version contains protocols for watching lecture room guideline, key symptoms of caliber educating, and scoring types for the ultimate assessment and overview.

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Extra resources for Diagnostic Classroom Observation: Moving Beyond Best Practice

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An excellent resource for science teachers at all levels is the Science Curriculum Topic Study (Keeley, 2005). This book outlines the connections between topics studied and the bigger concepts inherent in them, knowledge that is essential for every teacher of science to have. Using the sources of national and state science standards from the American Association for the Advancement of Science (1989, 1993, 2001) as well as the National Science Standards and Inquiry and the National Science Standards, the Curriculum Topic Study guides teachers topic by topic from the big ideas and the conceptual development to the lessons that they will need to prepare for their students.

How can you prepare yourself for an observation by indicating key areas to look for? How do you use the postconference to increase the likelihood that the teacher will use it to actually reflect on and improve instruction? The hope of teacher observation is that the information gained during a session will be effective in helping a teacher reflect on his or her practice to actually improve it. DCO helps supervisors and teachers diagnose the “health” of the lesson by identifying the presence or absence of the key elements.

The third bullet directs the observer to look at the activity posed. How much independent thinking is required for the students to approach and complete the task? Is it overly directive, or does it allow for multiple approaches? There may be a single correct answer, but do the students discover it for themselves? A welldeveloped task is the highest form of a probing and substantive question. 3 Good Implementation Ideas That Go Bad (MS-IM#2) The idea: K-W-L (“What do you know? What do you want to know?

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Diagnostic Classroom Observation: Moving Beyond Best Practice by Nicole Saginor


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