WEBVTT 00:00:29.204 --> 00:00:33.434 In this episode, which is still part of our getting started series essential 00:00:33.434 --> 00:00:38.564 topics for educators, we're going to explore the power of observation. 00:00:39.344 --> 00:00:43.124 So, whether you're just starting out or you're a seasoned pro, understanding the 00:00:43.124 --> 00:00:47.474 power of observation can have a profound influence on your teaching approach 00:00:47.504 --> 00:00:49.274 and students' learning experiences. 00:00:50.204 --> 00:00:53.594 So right now, educators all over Australia, and I guess that's the 00:00:53.594 --> 00:00:55.514 Southern hemisphere schools in general. 00:00:56.054 --> 00:00:58.034 You've had a couple of weeks with your students. 00:00:58.514 --> 00:01:02.474 And these first few days and weeks are usually focused on observation. 00:01:03.194 --> 00:01:06.134 Observation is a powerful tool for learning. 00:01:06.494 --> 00:01:10.664 Both for your students and for yourselves as teachers and educators. 00:01:11.444 --> 00:01:13.064 In these first couple of weeks. 00:01:13.424 --> 00:01:15.524 Teachers come to learn about their students. 00:01:15.804 --> 00:01:19.704 Since you probably know very little about the kids in front of you, these 00:01:19.704 --> 00:01:23.184 first few weeks, are the perfect time to get to know your students, 00:01:23.394 --> 00:01:25.164 to get information, to inform. 00:01:25.164 --> 00:01:27.474 your teaching and students learning. 00:01:27.474 --> 00:01:31.524 In the same way that children learn through observation, so do adults, 00:01:31.854 --> 00:01:37.314 and for anyone teaching children, observation is key, especially when it 00:01:37.314 --> 00:01:41.574 comes to getting to know children and their learning styles and dispositions. 00:01:42.354 --> 00:01:48.114 We observed children for many reasons, we monitor behavior, we evaluate the 00:01:48.114 --> 00:01:53.124 effectiveness of their communication, we check in on their progress, we look 00:01:53.124 --> 00:01:56.964 at their ability to cooperate with others, we're looking for areas where 00:01:56.964 --> 00:02:00.924 we need to extend children and areas where they may need more support. 00:02:01.614 --> 00:02:06.654 And sometimes during our observations, we're working with children or we're 00:02:06.744 --> 00:02:10.284 joining in with a play or their conversations and their interactions, 00:02:10.554 --> 00:02:13.674 so that we can gain a better understanding of the way in which they 00:02:13.674 --> 00:02:15.354 learn and interact with the world. 00:02:16.194 --> 00:02:20.094 We need to be sensitive to kids as well and ensure that we're not interrupting 00:02:20.094 --> 00:02:21.534 their play or their learning. 00:02:22.044 --> 00:02:25.484 So that we can appreciate the full richness of the learning experience. 00:02:26.124 --> 00:02:30.954 So pulling a kid away, from an experience that they're deeply immersed in. 00:02:31.524 --> 00:02:35.694 It's probably not an ideal observation. 00:02:36.054 --> 00:02:38.664 Ideal observation would be standing back. 00:02:39.414 --> 00:02:41.304 And just listening and looking. 00:02:42.714 --> 00:02:43.794 Now observation. 00:02:44.154 --> 00:02:48.714 Helps us to plan and design learning experiences that are child centered. 00:02:49.434 --> 00:02:54.414 And appropriately scaffolded to help children develop their level of skill 00:02:54.414 --> 00:02:56.634 and expertise in a particular area. 00:02:57.314 --> 00:03:01.104 Observation also helps us to understand children's needs and abilities 00:03:01.104 --> 00:03:05.664 as well as to provide feedback to parents about their child's learning. 00:03:06.654 --> 00:03:09.414 So observation can take lots of different forms. 00:03:09.864 --> 00:03:15.504 And for observation though, to be real, it should have value 00:03:15.564 --> 00:03:17.094 and it should be purposeful. 00:03:17.904 --> 00:03:20.904 And there's different ways we can carry out these observations. 00:03:21.444 --> 00:03:25.164 So if you're a homeschool educator observing just a couple of kids 00:03:25.164 --> 00:03:27.834 or a handful of children is much easier than observing a 00:03:27.834 --> 00:03:30.864 classroom full of 25 or 30 kids. 00:03:31.344 --> 00:03:34.314 And one of the thing I know is that when you're in a classroom, 00:03:34.554 --> 00:03:36.114 there's a lot going on, man. 00:03:36.594 --> 00:03:40.044 And you're trying to remember everything you hear and see during the day. 00:03:40.344 --> 00:03:42.114 And it can be really overwhelming. 00:03:42.114 --> 00:03:45.084 And once you to get to the end of the day and you've dealt with possible 00:03:45.084 --> 00:03:48.504 behavior issues, someone's lost their lunch and other one's lost 00:03:48.504 --> 00:03:52.104 their shoe, there's a scraping of the knee and there's 4 million emails. 00:03:52.464 --> 00:03:55.944 You've already forgotten what you heard and saw at 9:00 AM this morning. 00:03:56.694 --> 00:04:00.654 So let's explore some types of observations that we, as educators can 00:04:00.654 --> 00:04:04.674 take to inform our teaching and learn more about students and their needs. 00:04:05.914 --> 00:04:08.374 So, firstly there's direct observation. 00:04:09.004 --> 00:04:11.764 This is focused on a particular indicator. 00:04:11.764 --> 00:04:15.574 So for example, you might say to yourself right today, I simply want to 00:04:15.574 --> 00:04:19.684 observe the degree to which children are cooperating on a group task, or 00:04:19.684 --> 00:04:23.704 perhaps you're observing their ability to construct a descriptive sentence. 00:04:24.184 --> 00:04:27.904 Or the ability to demonstrate grouping in three in maths. 00:04:28.744 --> 00:04:32.854 Whatever observation you're doing should probably be guided by your learning 00:04:32.854 --> 00:04:38.974 intention of the lesson So here you are purposefully looking and listening 00:04:38.974 --> 00:04:43.754 to what students are doing, and saying, and the feedback you're getting is a 00:04:43.754 --> 00:04:48.724 reflection of that student's specific level of skill and understanding. 00:04:49.324 --> 00:04:54.964 And you're looking here to collect data and information to direct your teaching. 00:04:55.474 --> 00:04:56.644 And children's learning. 00:04:57.804 --> 00:05:03.414 Anecdotal notes are another way of collecting observations and these 00:05:03.414 --> 00:05:05.364 kinds of things you do on the fly. 00:05:05.844 --> 00:05:09.684 So something happens, you observe, or you hear something and you immediately 00:05:09.714 --> 00:05:11.754 make a note or a record of it somewhere. 00:05:12.624 --> 00:05:18.264 So how do we actually record our notes and observations be it anecdotal or direct? 00:05:19.704 --> 00:05:23.694 When you're making anecdotal notes, you're more likely moving around the room. 00:05:24.294 --> 00:05:27.774 And what some educators do is that they have this pad of sticky notes in their 00:05:27.774 --> 00:05:32.064 hand and they jot down the child's name and the observation they make. 00:05:32.574 --> 00:05:37.524 And if you're a dab hand at sewing or crafting, another idea I've seen is that. 00:05:38.004 --> 00:05:42.414 Um, an educator makes an apron with a nice front pocket and that's where 00:05:42.414 --> 00:05:45.984 you keep your sticky notes and a pen, and possibly some stickers 00:05:45.984 --> 00:05:47.394 and stamps and things like that. 00:05:47.784 --> 00:05:50.424 So that they within easy reach when you need them. 00:05:50.904 --> 00:05:51.984 So something happens. 00:05:51.984 --> 00:05:54.924 You pull out your sticky note, your pen and you make your note 00:05:54.924 --> 00:05:56.244 and pop it back in the pocket. 00:05:56.814 --> 00:06:01.104 And then these notes are invaluable when it comes to reporting or when 00:06:01.104 --> 00:06:04.914 you're having to report on a specific social, emotional behavior problem. 00:06:05.814 --> 00:06:09.144 You can then just pop the sticky notes in a journal or a diary. 00:06:09.504 --> 00:06:14.364 A great time-saver is to create a file on your computer, such as a simple word, doc. 00:06:14.754 --> 00:06:16.494 With all the kids' names on it. 00:06:16.884 --> 00:06:20.364 And then at the end of the day, you can either enter your observations 00:06:20.394 --> 00:06:22.014 from your sticky notes and the date. 00:06:22.584 --> 00:06:26.874 In this way, you actually build up a comment bank for each student that can 00:06:26.904 --> 00:06:31.224 be used for reporting purposes or when you're having a meeting with parents. 00:06:32.004 --> 00:06:34.914 And incidentally for those that are homeschooling, this is a 00:06:34.914 --> 00:06:39.054 powerful way that you can show your moderator, how you're aligning your 00:06:39.054 --> 00:06:41.664 children's learning to their needs. 00:06:43.224 --> 00:06:46.974 Checklists are another great way of collecting data through observation. 00:06:47.484 --> 00:06:50.934 They usually have a description of a specific skill or behavior that you're 00:06:50.934 --> 00:06:53.514 looking for to direct your teaching. 00:06:54.114 --> 00:06:57.414 And it links directly to direct observation. 00:06:57.414 --> 00:07:01.344 So for example, you might be looking at pencil grip in pre-primary or cutting 00:07:01.344 --> 00:07:05.724 skills, or perhaps the ability to identify the beginning sound or a word, or perhaps. 00:07:06.144 --> 00:07:10.524 It's being able to ask an open-ended question or use materials purposefully. 00:07:11.124 --> 00:07:14.334 So checklists are an effective way for collecting data quickly. 00:07:14.754 --> 00:07:18.324 And I've actually got a great little checklist on my website for when you're 00:07:18.324 --> 00:07:22.104 doing investigation or you're getting kids to work in small group projects. 00:07:22.364 --> 00:07:24.554 I'll place a link to the checklist. 00:07:24.554 --> 00:07:25.244 in the show notes. 00:07:25.244 --> 00:07:26.864 So make sure you go there and get that. 00:07:28.088 --> 00:07:32.918 Photographs and videos are another great way to document children's learning. 00:07:32.948 --> 00:07:36.908 The great thing about this method is that it makes learning visible to parents too. 00:07:36.908 --> 00:07:39.728 And again, a great visual reminder of a child's skill level. 00:07:40.178 --> 00:07:42.248 So unless you have a photographic memory. 00:07:42.488 --> 00:07:44.018 This is actually a great tool. 00:07:44.318 --> 00:07:47.558 I've used it to photograph children's pencil grip at the beginning of 00:07:47.558 --> 00:07:50.168 the year, for example, or the way they hold a pair of scissors. 00:07:50.618 --> 00:07:53.108 And then you take another set of photographs at the end of the 00:07:53.108 --> 00:07:56.918 year to demonstrate growth and achievement of a particular skill. 00:07:57.488 --> 00:08:00.938 Video is also great for recording reading and writing. 00:08:00.938 --> 00:08:03.108 And again, you collect another sample, at the end of the 00:08:03.108 --> 00:08:05.418 term, to demonstrate growth. 00:08:06.108 --> 00:08:10.008 Uh, one of the apps, that's great that I know a lot of teachers in certainly our, 00:08:10.008 --> 00:08:12.948 my school and myself have used his Seesaw. 00:08:13.248 --> 00:08:19.488 It's a great app for collecting evidence, but also for sharing with parents, exactly 00:08:19.488 --> 00:08:23.328 what their kids are doing during the day and how are they learning, and it's also 00:08:23.328 --> 00:08:26.748 amazing because you can actually go back to that when you're doing your reports. 00:08:27.168 --> 00:08:31.428 So Seesaw is a great way of just reminding you exactly, of what your kids have done 00:08:31.458 --> 00:08:34.518 or achieved during the term or the year. 00:08:35.298 --> 00:08:36.648 Now observation boxes. 00:08:36.648 --> 00:08:40.158 This is just a term I've coined for another method I like to use. 00:08:40.518 --> 00:08:43.788 And I know there have been educators before that have asked me about 00:08:43.788 --> 00:08:45.108 it and I've shared it with them. 00:08:46.428 --> 00:08:50.778 I've never really taken to making marks or symbols to describe 00:08:50.808 --> 00:08:52.728 children's learning in my observations. 00:08:53.478 --> 00:08:55.038 I prefer writing a note. 00:08:55.158 --> 00:08:59.268 It's much more time consuming, I know that, but I believe it gives you a 00:08:59.268 --> 00:09:01.068 more accurate picture of the child. 00:09:01.578 --> 00:09:06.078 It's a combination, really of a checklist and an anecdotal note. 00:09:06.408 --> 00:09:08.058 But for a specific intention. 00:09:08.448 --> 00:09:10.758 So I've created this document and I'm going to give it to 00:09:10.758 --> 00:09:12.198 you for free on my website. 00:09:12.228 --> 00:09:15.468 I leave a link in the show notes, so make sure to go and get it there. 00:09:16.128 --> 00:09:18.048 Anyway, I've created this document. 00:09:18.048 --> 00:09:20.268 That's basically just a set of boxes. 00:09:20.688 --> 00:09:23.658 And in each box I type or write the child's name. 00:09:24.048 --> 00:09:26.598 I print off a whole bunch of these and I create a booklet. 00:09:27.048 --> 00:09:30.948 And at the top, I write down the behavior or the skill or the learning intention 00:09:30.948 --> 00:09:34.848 I'm observing, and then I just enter my observations for each student. 00:09:35.328 --> 00:09:39.138 I use it for anything from individual task completions to anecdotal 00:09:39.168 --> 00:09:40.848 notes and even assessments. 00:09:41.238 --> 00:09:44.058 I find it's just a nice way to keep things in order. 00:09:44.448 --> 00:09:47.298 And of course, You could do the same thing digitally, like I 00:09:47.298 --> 00:09:51.228 mentioned before, like adding your anecdotal notes to a word document. 00:09:52.848 --> 00:09:56.028 Another way that we collect observations specifically. 00:09:56.448 --> 00:10:00.678 Um, or particularly rather in early childhood is through learning stories. 00:10:01.068 --> 00:10:04.218 This is when the educator considers the bigger picture of the learner 00:10:04.278 --> 00:10:08.808 and creates a narrative to capture children's learning over time. 00:10:09.138 --> 00:10:12.708 It usually includes the child questions and the child's voice. 00:10:12.978 --> 00:10:16.398 And it highlights their skills, their interests, their dispositions. 00:10:16.728 --> 00:10:21.228 It's very much a strategy for sharing your child's learning in a visual manner. 00:10:21.708 --> 00:10:25.548 And educators all have their own personal favorite ways of capturing these. 00:10:25.818 --> 00:10:30.228 But as I said, they're very much used in a kindergarten setting. 00:10:30.838 --> 00:10:33.568 So what are some tips for writing observations? 00:10:34.258 --> 00:10:38.698 Your notes need to be detailed enough so that they capture what you've observed. 00:10:39.208 --> 00:10:42.538 This will provide you with an accurate understanding of the learner, but 00:10:42.538 --> 00:10:45.958 also provide you with information you need when it comes to reporting. 00:10:45.958 --> 00:10:47.218 And speaking to parents. 00:10:48.208 --> 00:10:51.718 You should use positive language when you're observing avoid critical 00:10:51.718 --> 00:10:55.528 language and focus specifically just on what you're seeing and hearing. 00:10:55.558 --> 00:10:59.368 Stick to the facts, especially when you're reporting on behavior. 00:10:59.758 --> 00:11:01.948 Report on what you actually witnessed. 00:11:02.728 --> 00:11:07.018 Remain objective, avoid personal opinions or judgements. 00:11:07.288 --> 00:11:10.858 You're reporting just on what you're actually witnessing. 00:11:11.758 --> 00:11:14.878 So now that you've got all your observations, what do you do with them? 00:11:15.748 --> 00:11:19.738 Well, your observations give you valuable insight into your learners. 00:11:20.248 --> 00:11:23.998 And now you have this opportunity to use this information, to 00:11:23.998 --> 00:11:27.328 build relationships because now perhaps, you know, their interests. 00:11:27.748 --> 00:11:31.318 To foster friendships because you can see what's happening between kids. 00:11:31.828 --> 00:11:35.668 You can build on a child's strengths and interests and provide learning 00:11:35.668 --> 00:11:37.438 experiences that support children. 00:11:38.188 --> 00:11:42.238 Through your observations, you can now make decisions on how you're 00:11:42.238 --> 00:11:44.278 going to organize your small groups. 00:11:44.638 --> 00:11:49.498 Which learners need more extension, which need additional scaffolding. 00:11:50.038 --> 00:11:54.478 It's these observations and your response to them that really show you 00:11:54.478 --> 00:11:59.188 intentional teaching and the decisions you make for learning with your students. 00:11:59.888 --> 00:12:02.768 With this knowledge of students that you've gained through your 00:12:02.768 --> 00:12:07.148 observations, you can now program your learning activities for 00:12:07.148 --> 00:12:09.398 your student's specific needs. 00:12:10.088 --> 00:12:13.478 It's a far more authentic way to teach since all students 00:12:13.508 --> 00:12:14.618 are having their needs met. 00:12:15.068 --> 00:12:18.338 For example, let's say we're teaching you two students and you're teaching 00:12:18.338 --> 00:12:22.268 spelling words with a split diagraph, but because you did your assessments 00:12:22.298 --> 00:12:25.838 and your observations, you now know that you have a small group that 00:12:25.838 --> 00:12:27.458 have already mastered that skill. 00:12:27.668 --> 00:12:30.878 So there's no need to bore that group to tears by teaching them that 00:12:30.878 --> 00:12:35.498 specific rule again, you move on for them and they learn the next rule. 00:12:35.798 --> 00:12:38.178 But you might have another group that, you know, that still needs 00:12:38.198 --> 00:12:39.968 lots of practice with this concept. 00:12:40.178 --> 00:12:44.458 So you spend more time with them practicing that skill with them. 00:12:45.578 --> 00:12:48.248 And of course, as you work with small groups of children and 00:12:48.248 --> 00:12:51.488 individual children, you're jotting down your observations, 00:12:51.758 --> 00:12:55.748 so that bank of observations you're keeping on each child is constantly being 00:12:55.748 --> 00:12:58.088 updated as they improve their skills. 00:12:58.938 --> 00:13:03.888 This whole cycle of observation planning, teaching observation. 00:13:04.398 --> 00:13:08.628 Is a great way not only to demonstrate your intentionality as a teacher. 00:13:08.988 --> 00:13:13.068 In other words, showing that you know what you're doing, but students appreciate it 00:13:13.068 --> 00:13:15.408 too because their needs are being met. 00:13:15.948 --> 00:13:19.128 And they're not bored or they're being extended where they need to be. 00:13:19.708 --> 00:13:23.748 And it just so happens to keep moderators and inspectors happy too if you're in 00:13:23.778 --> 00:13:25.698 the midst of being audited, for example, 00:13:26.568 --> 00:13:29.508 And I feel I must mention inquiry based learning here. 00:13:30.858 --> 00:13:36.588 Observations are key to gain insights into children's interest and capitalizing 00:13:36.588 --> 00:13:41.478 on those teachable moments when you're outside and a child becomes interested in 00:13:41.478 --> 00:13:45.618 a bug they're found for example, or the water that's been puddling in one area 00:13:45.618 --> 00:13:48.378 for ages or the ibis that visits the yard. 00:13:49.008 --> 00:13:51.678 As educators we need to be switched on. 00:13:51.978 --> 00:13:57.048 We need to be on the lookout and be keen observers ourselves, so 00:13:57.048 --> 00:14:00.978 that we can pick up on children's explorations and interests, and then 00:14:00.978 --> 00:14:02.958 explore them further in the classroom. 00:14:03.288 --> 00:14:06.468 Making learning real and authentic and interesting for children. 00:14:07.098 --> 00:14:09.498 I've said it before, and I'll say it again. 00:14:10.038 --> 00:14:12.828 Teaching is not a passive pursuit. 00:14:12.978 --> 00:14:14.808 It's active and organic. 00:14:15.108 --> 00:14:18.798 And as an educator, whether you're in a classroom or your own home, 00:14:19.188 --> 00:14:23.778 getting children interested in learning begins with you and me. 00:14:24.288 --> 00:14:28.128 And how interested we are in the world around us. 00:14:28.998 --> 00:14:30.198 They are watching us. 00:14:31.278 --> 00:14:36.708 So we need to really model what it means to be interested 00:14:37.188 --> 00:14:38.598 and interesting by the way. 00:14:39.648 --> 00:14:41.688 If you're worried about. 00:14:41.688 --> 00:14:46.158 a, child's lack of interest in learning, they've switched off, they're aimless 00:14:46.218 --> 00:14:48.768 for no apparent interest in anything. 00:14:49.128 --> 00:14:53.118 My question is how are you modeling and demonstrating interest? 00:14:53.538 --> 00:14:58.218 And honestly, I know sometimes we're super enthusiastic, but we 00:14:58.278 --> 00:15:00.348 still can't engaged some kids. 00:15:00.738 --> 00:15:01.968 It just takes time. 00:15:02.298 --> 00:15:06.318 And you'll be surprised that kid, that you think you can't get through 00:15:06.318 --> 00:15:10.038 to suddenly they do or say something that makes it years prick up. 00:15:10.398 --> 00:15:12.978 And you realize you're making a difference. 00:15:13.648 --> 00:15:16.608 Or, you get a note from them at the end of the year, telling you 00:15:16.608 --> 00:15:20.778 how much they learnt and you break into tears, because you thought 00:15:21.228 --> 00:15:23.028 you couldn't break through to them. 00:15:23.718 --> 00:15:27.718 And it's often at the end of the year, when it's all over, that you suddenly 00:15:27.718 --> 00:15:32.998 realize good golly, I did actually make a difference and do a good job. 00:15:34.288 --> 00:15:38.158 \So when it comes to making those observations, Perhaps we 00:15:38.158 --> 00:15:42.358 as parents and educators, need to start observing ourselves first. 00:15:42.778 --> 00:15:47.098 So that we can realize our own strengths and limitations and work 00:15:47.098 --> 00:15:48.688 on those together with children. 00:15:49.498 --> 00:15:53.218 Now we only have two more episodes to go in this series on how to get 00:15:53.218 --> 00:15:58.018 started with teaching, and then we'll be focusing on inquiry based learning. 00:15:59.098 --> 00:16:00.808 If that is something you curious about. 00:16:01.408 --> 00:16:05.378 Then why not subscribe and follow, so you can automatically get notified 00:16:05.378 --> 00:16:07.168 when a new episode is published. 00:16:08.008 --> 00:16:11.818 And I just want to thank you for being here and listening to this podcast. 00:16:11.848 --> 00:16:16.138 It means so much to me, and I really hope that you find some value in it. 00:16:17.128 --> 00:16:21.298 And if there's anything that you would like to ask and maybe be addressed on the 00:16:21.298 --> 00:16:26.038 podcast, I'll leave a link below where you can leave a message, a voice message. 00:16:26.548 --> 00:16:30.928 And perhaps I can answer it on the podcast, if not in person. 00:16:31.618 --> 00:16:32.938 I'll see you next week. 00:16:33.148 --> 00:16:37.408 And until then, remember that curiosity is a superpower. 00:16:38.038 --> 00:16:40.288 So stay blooming curious.