2010 Classroom Observation Activity Data Analysis ... - EQUIP123.net

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comfort level was medium or above, and 87.4% of teachers rated their usage in the classroom as mediumor above.3.2.2 Observed StrategiesInformation gathered directly from teachers in the teacher survey is complemented by the data gatheredduring classroom observations. During classroom observations, the observers noted which strategieswere used during the lesson, and then rated teachers’ success in effectively implementing thosestrategies. On the observation protocol, three boxes were provided for rating depending on the numberof strategies the teachers implemented during the observed class period. The primary strategy utilizedwas documented and rated in the first box. Secondary and tertiary strategies used to supplementlearning were recorded in the second and third box respectively. The observers also identified thespecific methods used for each strategy during the observation period.Figure 6 below illustrates the frequency that each strategy was observed as the primary strategy for alesson.Figure 6: Frequency of Strategies Observed in Percent100%90%80%70%60%50%40%30%20%10%0%27.6%14.9% 14.1% 11.2% 11.0%4.8% 3.9% 3.7% 3.7% 2.7% 2.5%The results shown in Figure 6 coincide strongly with teachers’ own reports of strategy usage. Rereading,the strategy rated highest in usage by teachers was also observed most frequently during observations.Indeed, three of the five most observed as primary strategies are also strategies teachers stated as beingin the top five of their understanding, comfort, and usage during the interview. Similarly, looking at alluses of each strategy it is interesting to note that Rereading, Word Walls, and Retelling fell into the topfive most frequently used as a primary, secondary, or tertiary strategy. Conversely, Think Out Loud,Questioning, and Pre-reading were in the bottom five in frequency when used either as a primary,secondary, or tertiary strategy.Note that throughout the classroom observation activity all TELL trained strategies were observedexcept storytelling. Considering that storytelling received the lowest scores of any strategy in thecomfort and usage questions of the teacher interviews it appears that grade 1 and 2 teachers genuinelystruggle with using this strategy in the grade 1 and 2 classroom.11
Focusing on those strategies observed, the classroom observation protocol was designed to measureteachers’ level of strategy implementation as perceived by the observers. Specifically, observers ratedfour components of effective strategy implementation:• Teacher’s explanation and modeling of the strategy;• Opportunity for students to practice using the strategy;• Engagement of the teacher with students during implementation; and• Monitoring and assessment of student understanding.These four components were rated on a 4-point scale from strongly agree to strongly disagree (4=strongly agree, 3= agree, 2=disagree, and 1=strongly disagree). Observers then used the same scale togive an overall rating regarding the effectiveness of implementation.Figure 7 below presents observers’ overall ratings on the implementation of the strategies (ratings bycomponent for each strategy can be found in Annex 3). The bars for each strategy show the breakdownof ratings as a percentage of all ratings for that strategy.Figure 7: Overall Implementation of the StrategiesStrongly Disagree Disagree Agree Strongly Agree100%90%80%70%60%50%40%30%20%10%0%14.3%85.7%0.0%5.0%75.0%15.0%30.8%42.1%61.5%47.4%7.7% 10.5%13.3%6.9%14.3%8.0%15.8%24.6%30.1%68.5% 82.8%76.6% 59.6% 73.7% 84.0%63.0%16.8%10.3% 7.8%14.0%10.5% 8.0% 6.8%As the ratings illustrate in Figure 7, the observers clearly felt the strategies were implemented effectively.The average of these ratings shows that 89.4% of all primary strategies observed were considered tohave been implemented effectively (as measured by overall ratings of agree or strongly agree). Drawingranked highest for effective implementation at 100%. Five other strategies were effectively implementedin over 90% of observations. Rereading and Language Experience Approach ranked lowest at 81.8% and80.0%, respectively. It is interesting to note that Rereading ranked lower in effectiveness, particularlywhen it ranked among the highest on the teacher survey for understanding and comfort. Possible factors12
Page 3: Executive SummaryThe American Insti
Page 7: conduct five to six observations in
Page 11 and 12: more sections (i.e., classrooms) th
Page 13: Figure 5: Interview Responses on St
Page 17 and 18: Recurring Themes and Innovative Res
Page 19 and 20: Figure 9: Teacher Responses on Meth
Page 21 and 22: Figure 11: Frequency of Methods Obs
Page 23 and 24: esponse. Overall, student-centered
Page 25 and 26: Figure 14: Gr. 2 Teacher’s Unders
Page 27 and 28: Finally, the success of the TELL te
Page 29 and 30: ANNEX 2: Classroom Observation Prot
Page 31 and 32: 2.21 Ask the teacher the opportunit
Page 33 and 34: 3.3. Part 3: Classroom Observation
Page 35 and 36: ANNEX 3: Observation Rating by Stra
Page 37 and 38: Table 9: Word Wall100806040200Teach
Page 39: United States Agency for Internatio

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