Designing an Observational Situation Research Paper

Designing an Observational Situation - Research Paper ExampleThe teacher should return them the importance of the acquirement, describe it using a T-chart, establish practice circumstances in which students can utilize the skill and make certain that student tick a response on their utilization of skill, and reflect on the way to advance the skill. The teacher should make sure the students keep trying to undertake the skill before it grows to be automatic. Structuring cooperative encyclopedism should follow this, so that the students can utilize the classroom and social skills, and the teacher can monitor their undertaking. The teacher should step in in co-operative instruction groups to make sure students are utilizing the skill correctly and see them doing so. The student should then complete questionnaires or checklists to self-identify their mastering of the set skills. In using everyday class activities to establish that students are demonstrating skills and understanding, teachers should have observation checklists or notes recording things they see as well as the sort of learning demonstrated. The next step should entail assigning students to set improvement targets for enhancing their competency followed by assessment of student knowledge of learnt skill. The final step should entail reportage on the level of students skill to the concerned parties, such as parents and students. B. Issues Anticipated in Conducting the Observation The teacher will generally focus on obscure skills and behaviors without concern for the subsequent and preceding actions, which might offer the meaning and context of the behaviors. Methodological issues can also interfere with the drawing of proper conclusions (Adelman & Walker, 2005). The observation do can occur, as the students are aware that their behaviors are being observed. The presence of the teacher can change the students behavior resulting in reactive effects. The other issue relates to the actual amount of time needed to acquire sound observation duration and the correct number of observations needed to acquire valid and reliable results. There is the issue of the appropriate level of the analysis (student, the class, or students in the class) the teacher should use when analyzing observation data. The student may also exit to demonstrate all the required learning outcomes (Koth et al., 2009). The demonstration of a learning outcome may not be demonstrated because the attention of the teacher may be elsewhere and thus fail to notice it. The student can also derive unintentional signal prompts. Students do not perform similar tasks under similar conditions and thus some of the teachers judgment of student demonstrations of learning outcomes can be undependable. The teachers judgments are also prone and subjective to inconsistencies (Koth et al., 2009). Too much is left to the teachers discretion. Subjective judgment may allow the teacher to stereotype students in terms of other characteristics and performances. It may also allow the possibility of unconscious and conscious bias for or against groups or individuals. C. How to Address the Challenges The teacher can address the learning outcome issue by deliberately prompting learning outcomes. The assessment should be incidental and planned. The teacher should also ensure that the assessment is all-inclusive. Over time, the teacher has numerous opportunities of observing the demonstration o