Pedagogy

Observation is a significant way to learn what is happening - what the classroom is like, what trainees are doing, and what learning is taking place. In keeping with constructivism, observation checklists provide a tool for self-reflection and self-assessment. Their authenticity is dependent upon their use as a method of recording observations through which trainees can discern where they are on a continuum of knowledge and skill development. This activity will involve trainees in the development of an observation checklist they can use to determine what skills they have acquired and the extent to which they have mastered the skill based on observable criteria so that can engage in planning for improvement.

 

Training Pedagogy

Reflection is a key part of knowledge construction. It provides a point from which change can be made. However, reflection requires focus that allows the individual to shift gears from what is known to how that knowledge can be operationalized or applied, to the development of new knowledge and testing its viability. Observation checklists highlighted in this activity are used to provide a guide for future development, engaging trainees in a strategy that will help them learn ways to assess their own performance before they performance before they acquire or retain habits.

 

Learning Activity Scenario

You have been asked to develop an observation checklist that trainers, business managers, and community groups can use to determine the extent to which the physical arrangements of the rooms in which they conduct training classes facilitate learning. Your task in this activity is to engage trainees in developing this checklist of physical characteristics that facilitate learning and using it to assess the extent to which training rooms reflect these.

 

Evaluation criteria

A trainee-developed checklist of the characteristics of physical environments of classrooms that promote trainee involvement and participation in the learning process will be used for assessment and serve as guide for continued learning.

 

Operational Steps

STEP 1

Involve trainees in brainstorming ways in which the physical arrangement of a classroom can promote learning. Ask questions to draw from students suggestions such as the following :

promoting trainee participation,
motivating learning,
encouraging interaction and collaboration,
instilling pride in work,
encouraging participation, and
modeling of skills.

Clarify the meaning of these learning outcomes if necessary. Emphasize that the suggestions must refer to items that are observable, e.g., learning tools relevant to the learning concept, such as leveling instruments to use in surveying, are available for use.

 

STEP 2

After the brainstorming, have the trainees refine the list acquired through brainstorming. Have them synthesize the suggestions on the list, analyzing their value as guides for self-reflection and self-assessment.

Ask trainees to justify their reasons for the suggestions they give and to provide an example of how the observable item contributes to learning.

 

STEP 3

Engage trainees in determining the standards by which they want their performance "all the time", "most of the time", "seldom", "never".

Review the following example of an observation checklist for classroom physical environment Environment All the time Most of the time Seldom Never The walls are filled with traineet's work         The furniture is arranged to facilitate learning         Everyone has a clear view of the trainer         Furniture is moved according to the activity         Trainees have a say in arranging the classroom

STEP 4

Allow small groups of trainees to practice their skill at arranging the physical environment of the classroom. Establish four or five groups and give each group one day to be in charge of the physical environment of the classroom.

To help trainees in their planning, explain the classroom agenda for the days they will be practicing classroom arranging so they will know what activities to arrange for.

 

Reflective Practices

Have trainees discuss reasons that some arrangements are more conducive to discussion (for example) than others. Ask them to give examples from their own experiences. For example, do family members eat around a table or in line on separate tables? Why?

 

Evaluation

As a tool for self-reflection and self-assessment, have each group use the checklist to assess the classroom environment it has arranged. Then, compare the self-assessments of the first group with the last group and note the learning progress that has occurred as the last group of trainees learned from the arrangements set by all previous groups.

 

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