2007 ANNUAL REPORT - cosmos - Bowling Green State University

Observations: Horizon’s Classroom Observation Protocol
A standard Horizon’s Classroom Observation Protocol was used by trained observers to
evaluate the quality of the transferability of the content and strategies learned by the NWO
participants into the classroom. To rate each lesson, observers used a narrative summary
approach with overall numeric ratings for the following categories: Design (what the teacher
intended for the lesson), Implementation (what actually happened in the classroom), Content
(appropriateness of material covered), Classroom Culture (student participation and climate),
and Overall Capsule (overall assessment of the quality and likely impact of the lesson).
Possible ratings ranged from 1 (not at all reflective of best practice) to 5 (extremely reflective of
best practice) for Design, Implementation and Content. Classroom Culture ratings ranged from 1
(interfered with student learning) to 5 (facilitated the learning of all students). Overall Capsule
descriptions of the quality of the lesson rating options are listed in Table 4.
Table 4. Description of Possible Overall Capsule Ratings
Possible Ratings Description
Ineffective Instruction: Little or no evidence of student thinking or engagement.
Instruction is highly unlikely to enhance students’ understanding of the discipline of
to develop their capacity to successfully “do” mathematics/science. Characterized
by either of the following:
Passive Learning—Instruction uninspiring where students are
1
passive recipients of information from the teacher or textbook.
Activity for Activity’s Sake—Students are involved in hands-on
activities, but it appears to be activity for activity’s sake.
Lesson lacks clear sense of purpose and/or a clear link to
conceptual development.
Elements of Effective Instruction: Serious problems in the design,
implementation, content, and/or appropriateness for many students in the class.
2
Overall, the lesson is very limited in its likelihood to enhance students’
understanding of the discipline or to develop their capacity to successfully “do”
mathematics/science.
Beginning Stages of Effective Instruction: Some elements of effective practice
but there are weaknesses ranging from substantial to fairly minor, in design,
implementation, or content of instruction. The teacher may short-circuit a planned
3
exploration by telling students what they “should have found”; instruction may not
(Low, Solid, or High) adequately address the needs of a number of students; or the classroom culture
may limit the accessibility or effectiveness of the lesson. Overall, the instruction is
somewhat limited in its likelihood to enhance students’ understanding of the
discipline of to develop their capacity to successfully “do” mathematics/science.
Accomplished, Effective Instruction: Instruction is purposeful and engaging for
most students. Students actively participate in meaningful work. The lesson is welldesigned
and the teacher implements it well, but adaptation of content or
4
pedagogy in response to student needs and interests is limited. Instruction is quite
likely to enhance most students’ understanding of the discipline and to develop
their capacity to successfully “do” mathematics/science.
Exemplary Instruction: Instruction is purposeful and all students are highly
engages most or all of the time in meaningful work. The lesson is well-designed
and artfully implemented, with flexibility and responsiveness to students’ needs
5
and interests. Instruction is highly likely to enhance most students’ understanding
of the discipline and to develop their capacity to successfully “do”
mathematics/science.
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