Let’s See Some Examples
The Four Horseman of a Fixed Mindset
1.
2.
3.
4.
You’re Wrong I Rule
You’re Right I Suck
Blame it On The Rain
Optimist Without a Cause
http://www.matcheducation.org/puzzled/2011/10/13/the-four-horsemen-of-fixed-mindset
The Four Horseman of a Fixed Mindset
You’re Wrong I Rule
You’re Right I Suck
Both of these:
• Take any evidence presented as personal
– Giving it too much power
• “I Rule” folks have established defense
mechanism that clouds the dialogue
• “I Suck” folks see the data as final/permanent
http://www.matcheducation.org/puzzled/2011/10/
13/the-four-horsemen-of-fixed-mindset
The Four Horseman of a Fixed Mindset
Blame it On The Rain
Optimist Without a Cause
Both of these horseman:
• The evidence does not have (or is not allowed
to) have power
–To the Blame folks the evidence is
circumstantial and situational
–To the “Optimist” folks the relevance of the
evidence is minimalized
http://www.matcheducation.org/puzzled/2011/10/
13/the-four-horsemen-of-fixed-mindset
So what to do...?
The Art of Questioning
• Read and discuss the Coaching Stems and
Probing Questions handouts
• Reflect & respond to the following two
questions:
– How can I use the information from today to improve
my listening and questioning skills?
– Identify and share an action step you will take toward
that improvement
EVIDENCE-BASED OBSERVATION
9 Functions of Observation
• Working with a partner:
– Read and discuss the 9 functions
• What do you think is most important for teacher
development?
– Share with the group
Warm-Up Activity
• Substantiating
observations with
evidence:
The Case of Margret Howell
“We cannot create observers by saying observe
but by giving them the power and the means
for this observation and these means are
procured through the education of the senses.”
-Maria Montessori (1870-1952)
What do
you see?
How
many
faces do
you see?
What do
you see?
“In the fields of observation,
chance favors the prepared mind.”
-Louis Pasteur (1822-1895)
Think-Pair-Share:
• Individually
– Read the What the Research Says
About Observation handout
• Pair up & discuss
– Which statements resonate with
you? Why?
– Are there any there any that you
disagree with?
– Given these findings from the
research, what are the
implications for you as teacher
leaders/coaches?
• Share out
Evidence-Based Observation
Evidence
•
•
•
•
•
What you saw/heard
Observable
Objective
Non-evaluative
Not influenced by
the observer's
perspective
Judgment
•
•
•
•
•
Opinion
Subjective
Evaluative
Makes inferences
Draws
conclusions
Evidence-Based Observation
Evidence is a factual reporting of
events that…
– may include teacher and student actions and/or
behaviors;
– may include artifacts prepared by the teacher,
student or others; and
– is not clouded with personal opinion or biases.
But, we’re all human...
One more
thing...What
do you see?
Count how
many times
you see the
people in the
white shirts
pass the ball.
Selective Attention
EVIDENCE COLLECTION
Observation protocols
• Scripting
• Selected Verbatim
• Engagement Tally
•Verbal Flow
• Class Traffic
Scripting
• A written record of exactly what is said,
verbatim, by teachers and students
ReVision Learning Partnership, 2011
Copyrighted by Center for Math and Science Teaching (CMAST)
Unauthorized use or duplication is an infringement of copyright regulations
Selective Verbatim
• Refers to specific types of verbal events selected
beforehand, such as:

– set and closure, giving directions, or using student
ideas
Not all verbal communication is recorded
• Observer records what is said within a specific
category of concern for a teacher
• Observer acts as a sorter, recording statements
that fit the identified category
ReVision Learning Partnership, 2011
Selective Verbatim
•
•
•
•
•
•
•
•
•
T: ????
S:
T: No, it is not that. Jonah?
Jonah
T: (Repeats answer)…?
Maria
T: Ok, Spain rules Cuba and (repeats answer)….?
Sarah
T: That’s right, like Sarah said (repeats answer)…?
Engagement Tally
• Captures teacher behaviors in four categories
– Instruction, Behavior Correction, Monitoring, Praise,
and Waiting
• Indicates whether or not individual students are
on task during a given class period
– + On Task 0 Off Task
Time On Task Classroom Observation
Name _______Start Time_____ End Time_____ Student #____
Teacher Behaviors
I Instruction BC Behavior Correction M Monitoring P Praise W Waiting
Student Behaviors
+ On Task
Time Slot
T Behavior
0 Off Task
Time Slot
Student Behavior
Engagement Tally
Total Number of Teacher Observations ___Total Number of Student Observations___
Observed Behavior
Total Slots
Total Percentage of Total Time
Instruction
Behavior Correction
Monitoring
Praise
Waiting
Observed Behavior
On Task
Off Task
Total Slots
Total Percentage of Total Time
Engagement Tally/Time on Task
Verbal Flow
• Determines how classroom procedures
inhibit, encourage, or allow students to
participate in classroom interactions
ReVision Learning Partnership, 2011
Verbal Flow
Class Traffic
• Shows the flow of classroom traffic
• Can be combined with At Task or Verbal Flow to
show how the teacher’s movement influences
student engagement and on-task behavior
ReVision Learning Partnership, 2011
Class Traffic