Classroom observation

Classroom observation
Watch the impact not the teacher!
 1100+ meta-analysis

65,000 studies, and

billion students

and now adding affective outcomes

 No. of effects

d=.40
 Yes, there are high and low probability teaching methods
(based on 541 metas, about 30,000 studies, and 30m students)

High probability ES RANK Low Probability ES RANK

Conceptual change programs 1.16 5 Inquiry based teaching 0.35 101

Response to intervention 1.07 6 Online, digital tools 0.32 111

Cognitive task analysis 0.87 9 Homework 0.29 120

Teaching test taking &
Classroom discussion 0.82 10 coaching 0.27 124
Reciprocal teaching 0.74 14 Use of powerpoint 0.26 128
Feedback interventions 0.73 15 Individualized instruction 0.23 138
Acceleration (gifted) 0.68 17 Programmed instruction 0.23 140

Concept mapping 0.64 21 Matching style of learning 0.23 143

Problem solving teaching 0.63 22 Co-/ Team teaching 0.19 154
Direct Instruction 0.60 28 Problem based learning 0.15 164
Repeated Reading programs 0.60 29 Perceptual-Motor programs 0.08 176
Mastery learning 0.57 36 Whole language 0.06 180
 Yes, there are high and low probability teaching methods
(based on 541 metas, about 30,000 studies, and 30m students)

High probability ES RANK Low Probability ES RANK

Conceptual change programs 1.16 5 Inquiry based teaching 0.35 101

Response to intervention 1.07 6 Online, digital tools 0.32 111

Cognitive task analysis 0.87 9 Homework 0.29 120

Teaching test taking &
Classroom discussion 0.82 10 coaching 0.27 124
Reciprocal teaching 0.74 14 Use of powerpoint 0.26 128
Feedback interventions 0.73 15 Individualized instruction 0.23 138
Acceleration (gifted) 0.68 17 Programmed instruction 0.23 140

Concept mapping 0.64 21 Matching style of learning 0.23 143

Problem solving teaching 0.63 22 Co-/ Team teaching 0.19 154
Direct Instruction 0.60 28 Problem based learning 0.15 164
Repeated Reading programs 0.60 29 Perceptual-Motor programs 0.08 176
Mastery learning 0.57 36 Whole language 0.06 180
 Classroom observations based on watching teachers teach
are thus fraught with the problems of confusing teaching
methods with learning impact.

1. Too molecular on what teacher does

The teacher cites intra- and interdisciplinary content relationships

The teacher plans demonstrate awareness of possible student misconceptions and how they can be addressed
The teacher's plans reflect recent developments in content-related pedagogy
The teacher seeks out information from a students about their cultural heritages
The teacher maintains a system of updated student records and incorporates medical and/or learning needs into
lesson plans

The teacher has ongoing relationships with colleges and universities that support student learning
The teacher manages a log of resources for student reference
Lesson plans differentiate for individual student needs
Assessments provide opportunities for student choice
Teacher designed assessments are authentic, with real-word applications as appropriate

There is total alignment between the learning activities and the physical environment
Classroom observations based on watching teachers teach
are thus fraught with the problems of confusing teaching
methods with learning impact.

1. Too molecular on what teacher does

2. Depends on nature of incoming students (Whitehurst, Chingos, & Lindquist, 2014)

100

90
Top 20%
80

70
Second highest 20%
60 Middle 20%
50
Second lowest 20%
40

30 Bottom 20%
20

10

0
Lowest Second lowest Middle Second highest Highest

Average incoming achievement level of teachers' students (Quintiles)

 Top of the charts -- Teacher impacts on students

RANK Teacher Impacts on Students ES RANK Teacher Impacts on Students ES

1 Teacher estimates of prior achievement 1.62 17 Acceleration 0.68

2 Collective teacher efficacy 1.57 18 Creativity programs 0.65

3 Student estimates of prior achievement 1.33 21 Concept mapping 0.64

5 Conceptual change programs 1.16 22 Problem solving teaching 0.63

6 Response to intervention 1.07 23 Classroom behavioral 0.63

9 Cognitive task analysis 0.87 24 Vocabulary programs 0.62

10 Classroom discussion 0.82 28 Direct Instruction 0.60

14 Reciprocal teaching 0.74 29 Repeated Reading programs 0.60

15 Feedback 0.73 36 Mastery learning 0.57

Providing formative evaluation to

16 teachers 0.68 41 Comprehension programs 0.55
 Classroom observations based on watching teachers teach are thus fraught
with the problems of confusing teaching methods with learning impact.

1. Too molecular on what teacher does

2. Depends on nature of incoming students
3. Reliability need at least 3 lessons by 2 raters
4. Halo effects Impressions linger
5. Depends on who observes
6. Voice and clothes among the highest biases
6. Criteria of success: surface or far transfer, reinvestment in learning
7. Restriction of range
8. The weighting problem
9. Reporting back can be poor Teachers as graziers
10. Can you observe a teacher when the teacher is silent
11. Students who share a classroom experience can have very different
learning opportunities and experiences
12. The importance of peer effects
It is a sin to watch a teacher, watch their impact
Developing observation of teacher impact on students

Illustrative Dimensions of a Limited-Focus

Classroom Observation Form

Learning Targets.

Cognitive Engagement.

Command of Content.

Question Quality.

Practice Opportunities.

Formative Assessment.

Classroom Climate.
The Visible Classroom

14
Ai-Live Technology Overview

15
 Coding Changes over time
ES
1 Deepen understanding
2 Connect ideas
Provides immediate, specific and corrective feedback .41
3 Scaffolded activities Provides student with opportunity to deepen
4 Collaborate
understanding, .39
5 Connections Sets clear behaviour expectations .37
6 Open-ended
7 Closed-ended
Students have opportunity to ask task-related questions .31
8 Introduces & explains Emphasises important points .31
9 Resources
Concludes the lesson by recapitulating/summarising key
10 Important points .31
11 Instructions
12 Feedback
13 Review Repeats comment or question from student before
answering -.27
14 Prompting
15 Goals Asks closed questions or questions which have one
16 Repeats comment correct answer -.44
17 Summarise Provides step by step instructions on completing
18 Behaviour tasks/activities -.47
Praise & positive
19 environment Introduces and explains new/complicated vocabulary, -.47
 Visible Teaching Visible Learning

When teachers SEE learning through the eyes of the student

and when students SEE themselves as their own teachers.

Its about growth: Know thy impact jhattie@unimelb.edu.au

Visible learning in
action