Assessment+2B

For a word document of this text, [|assignment 2b.docx].

For the informal observation tool, please [|informal observation.docx].

This is very funny. I have become very familiar with the framework for teaching. When I went to observe my colleague, I found that it was very easy for me to connect aspects of my colleagues teaching to the interested components of the framework. The informal observation tool was more of a hindrance than assistance to me. I do not take notes or think in such bulk terms as the tool provides, and I found that I wanted to draw diagrams and create flow charts rather than simply take notes of my colleague’s lessons. The most challenging aspect of the observation process was remaining a true observer and not changing the learning environment. I have had many drop-in visits to this colleague’s classroom; in fact I have often taught entire lessons spontaneously in his class. So the students were used to me as a more active guest in their classroom, and I did not want that to affect the observation process. Personally, I did not feel that Table 4.1 provides the appropriate scope for discussion of specific components. Specifically, I think the table reflects good lesson planning rather than highlighting quality examples from the Danielson framework. My colleague and I focused on component 3d, using assessment in instruction. Certainly, therefore, the ideas of clarity of purpose and high levels of student engagement provide important examples of this component. But it was the conversations amongst the students themselves that truly showed how my colleague is trying to develop student’s ability to understand their own learning outcomes. The students were engaged in a task that was meant to improve some basic skills, and not necessarily reflective of the necessary understandings of the unit. They were still involved in the building blocks. But it was interesting to see the students beginning to talk about the connections to a pre-test they had seen, and talk about an example at the end of the class that focused their learning back to the assessment. In addition, the topic for conversation that calls for rigor in the learning tasks, and is cross referenced to 3d, only implies using assessments. This was interesting. Again, because this particular colleague and I work quite closely together, we have had many conversations about style, preparation, and assessment. I found it difficult, therefore, to have to practice the conversation skills that this class calls for. Nonetheless, I did find instances where my colleague appreciated when I did use paraphrasing and positive presuppositions in our conversation. He ‘chuckled’ because it wasn’t my usual conversation style with him, but I could tell that when the conversation was strictly professional, he was more at ease because he knew I was taking his ideas and skills very seriously. That, in turn, caused him to direct the conversation so that he was the one reflecting on his own preparation and execution rather than listening to me talk about the ideas that I had. It was the inclusion in his own reflection that was most beneficial. It is a process that teachers do not normally share, and it was very insightful to see how my colleague felt about his lesson and its connection to the assessment. In our math department, we are really trying to work together as a team. In each instance of connection between classrooms, I pick up tidbits of the pedagogy of my colleagues. These tidbits are invaluable; when I can mirror my colleagues’ best-practices my students can learn and understand much more easily. So I can say that this visit once again provided some invaluable tidbits. On one hand, I do not feel that I needed the framework to guide my observation and subsequent reflection. This colleague and I are constantly using each other to improve. On the other hand, I have internalized the framework so much into my professional thought that it is difficult to say how much my process is guided by the framework.
 * 1.** **The Observation Process**
 * 2.** **Topics for Conversation**
 * 3.** **Conversation skills**
 * 4.** **Your own learning**