Instruction : Module 2 EDSN 657
Follow a child in your classroom for an hour.
If you are unable to find a classroom you may choose one of the attached videos. Using Low Inference Note Taking submit an observation.
As a general rule, your submission should be in Times New Roman of 12 font, double-spaced and two pages long following the APA style. If there is template to complete, you need to try to follow same requirements.
Additional Directions:
You need to use the attached document as guidelines for the observation.
1. Observe one child and take notes
2. Complete the assignment:
a. use a chart format (see a sample in the attached file) – I am giving you an option: you can do every minute or you can do a span; you may follow an example in the attached file and create your own chart.
b. write a report: an introduction, summarize your observation and write a conclusion – it has to be in a narrative format.
c. upload a report and a chart
d. please note that you are expected to follow a sample of a strong low-inference note that is provided in the file attached.
e. you can record your observation by every minute or by increments of five-minute activities (or 3 minutes, etc.). I am leaving it up to you to decide what works best for you as long as have provided information allowing the reviewer to see the picture clearly.
Small Group Oral Language Sample for Early Childhood Education
The length of the assignment should be at minimum three double-spaced pages in Times New Roman of 12 font.
· The report itself should be at minimum a page – and – a half. More will be accepted.
· The observation chart should be at minimum a page-and- a half. Mire will be accepted.Use the file when completing your HW assignment.
observation-and-feedback-cycle-best-practices-low-inference-notes
Download observation-and-feedback-cycle-best-practices-low-inference-notes
Introduction to Low Inference Note Taking
http://slideplayer.com/slide/2813461/
EXAMPLE :
Report:
I have observed the video lesson “Small Group Oral Language Sample for Early Childhood Education.” In the lesson were participating three students. Based on the information that was provided in the video, the teacher taught a short lesson for language development. My observation was pointed on Daniel’s learning and behavior.
The teacher begins the lesson by introducing hula hoops to students and asking what this is. She placed two yellow hula hoops on the floor and indicate them as block center and art center using the photo cards. The teacher prepared a bag with many items from each center, such as blue block, green block, street sign, cow, airplane, colored paper, paints, highlighter, feather, sizers, and crayons. The teacher shakes the bag and got the student’s interest in what is inside of it. First, the teacher took two objects from the bag (one at a time) and asked students what is it, in which center the students can play with it and how they would use it in the center. Second, the teacher asks students if they would like to pick the object. Daniel was the first one who took the paints out of the bag. He was a little bit shy and was looking at the teacher to ensure he is doing everything right. Once the teacher shakes her head that Daniel is on the right way, he placed the paints to the art center. The teacher asked David what he would do with the paint in the art center. Zoe and Melanie answered that they would paint, and Daniel shakes his head. Then, it was Zoe’s and Melany’s turn to pick the object from the bag. Daniel becomes more confident and got more open in his answers. He begins to talk and give answers when girls were not giving the response.
When the students took the second turn to choose the item from the bag, Daniel was excited and involved in the activity. He begins to give more open answers. The teacher told him that he is very funny. Then, the teacher gave each student one item from the bag and asked to choose the center where it belongs. Then, they discussed how this item could be used in a center that it belongs to. Finally, the teacher praised students by saying, “nice work, my friends.” She closed the lesson by repeating what was done during the activity by explaining to students that they sorted the items to block and art centers. The teacher expected the students to finish the sentence that she is saying to check their comprehension. At the end of the lesson, the teacher shakes the hands of every student using eye contact to praise.
In conclusion, the students demonstrated a good understanding of the activity. Throughout the lesson, Daniel became more self-confident and motivated. Daniel was trying to get individual attention from the teacher during the lesson and was very happy when he got it. Based on the information gathered from the observation, Daniel has good academic skills, can apply verbal expression, follow the teacher’s instructions, and volunteer to answer teacher’s questions. Daniel’s weakness is that he is impatient.
Chart:
Time
Teacher Actions
Student Actions
0:04
The teacher directs the student’s attention to two hula hopers in her hands and asks, “Do you know what those things are?
The teacher places the hula hoppers on the floors and says that something will go in each circle.
Daniel pointed out that the subject in the teacher’s hands is yellow, but did not name it.
0:25
The teacher says that she came to the Ms. Virginias class with some stuff in her bag and shakes it.
Students get interesting in what is inside of the bag.
0:42
The teacher shows two papers (one at a time) and asks, “What’s that center you could choose to play?” A teacher then explains that she took some things from each center and put it in her bag.
Daniel is participating in identifying the art and block centers that are presented on a paper.
1:11
The teacher gets a highlighter from the bag and says, “Here is one thing that I took, do you think it’s something that I would use in block, or it’s something I would use in art center?”
After the student identified the center, the teacher asked, “What would I do with this?”
The teacher gets another item (square) from her bag and say, “do you think it’s from block or art center?”
The teachers listen to student’s answers and then looked at David and ask, “What do you think, do you think its block, David? You think blocks too.”
The teacher says, “What would I do with that?’
David is carefully listening to a teacher, but do not answer.
After the teacher paid individual attention, David starts answering and become more active.
David said, “I think block, there is another square here” and pointed on the hula hoops with the block sign.
David participates to list the things that he can do using the square in the block center.
2:15
The teacher asks students to take their turn and pick up something from the bag.
Teacher guiding every student.
David was the first who pick up his item from the bag. He was very enthusiastic and chose the right-center where the item belongs to.
Melanie was timid during her turn, so David wanted to answer for her.
David said where the items would go and pointed to the block center and then for the second item to the art center.
4:38
The teacher asks students to take another term and pick up the object from the bag.
The teacher asks every student what center the picked object will go and how it can be used.
David is excited to participate in the activity.
David got an airplane from the bag and put the object to the block center.
He showed that he would make the airplane fly.
6:58
The teacher passes an object from the bag to each student and asks to put it in the center where they can use it.
The teacher asks students what they could do with these objects.
The teacher asks David, “what do you think we could do with the cow in the blocks’ area?
The teachers ask David, “how would you play with it?
The teacher helped David identify another way of playing with the cow in the block center by building the cow’s house.
David got a cow from the bag. He looks a little bit confused for a second but then puts the cow to a block center.
David says that he will play with a cow in the bock center.
David says, “like that” and shows by his hands that he would walk the cow.
David is smiling and make the cow noises.
8:49
The teacher says, “Nice work, my friends. Today, what did we do?”
The teacher points to the paper in each hula hoop and wants the students to say what sign they saw.
The teacher says, “We took things out of the bag, and we sorted them.” The teachers point to each center and say, “something belongs in the… center, and something belongs in the… center.”
Students are smiling and listing to a teacher.
Students are finishing the teacher’s phrase and demonstrating their understanding of what they were doing.
9:32
The teacher shakes a hand of each student with eye contact and says,
“Nice job Melanie.”
“Nice job Zoe.”
“Nice Job David.”
The teacher said, thank you to her students.
Students say goodbye to the teacher.
Janice J. Beaty
Professor Emerita, Elmira College
Linda Pratt
Elmira College
In This Chapter You Will Learn To:
Explain the meaning of early literacy.
Describe examples of emergent literacy.
Describe early literacy skills identified by research.
Discuss early childhood curriculum criteria.
Assess children’s literacy achievements.
Demonstrate which technologies are appropriate for
preschool programs.
Early literacy consists of
Infant communication through crying, cooing,
smiling, babbling.
Toddler communication through imitating
sounds and gestures.
Preschool communicating through speaking
and listening, scribbling and writing, art
activities, dramatic play, book reenactments,
storytelling, singing, chanting, and recording.
Emergent literacy consists of
• Natural development of reading and writing,
speaking and listening skills.
• Wide range of children’s literacy behaviors:
• Listening to stories
• Discussing stories
• Making up stories
• Pretending to read
• Retelling familiar stories
• Turning book pages at the right time
Goals for preschool:
Enjoying listening to and discussing
storybooks
Understanding that print carries a message
Engaging in reading and writing attempts
Identifying environmental print
Playing rhyming games
Identifying some letters
Using known letters
Goals for kindergarten:
Enjoy being read to and retelling stories
Using descriptive language
Recognizing letter and sound matches
Showing familiarity with rhymes and beginning
sounds
Understand left-to-right and top-to-bottom
orientation
Matching spoken words with written words
Beginning to write alphabet letters and some
words
Emergent literacy activities:
Interactive storybook reading
Shared reading with Big Books
Storytelling; flannel boards; puppets
A print-rich environment
Pretend play; story reenactments
Shared writing
Drawing as writing; journal writing
Letter recognition games
Core knowledge and skills:
Vocabulary development
Phonological awareness
Phonemic awareness
Alphabet knowledge
Print awareness
Current early childhood curriculum criteria NAEYC
Curriculum Criteria: Books (Handout 1.1 & 1.2)
Read books in engaging manner
Read in individualized ways
Allow them to explore books on their own
Give access to various types of books
Read same book on repeated occasions
Retell and reenact events in books together
Engage in conversation about books
Link books to other curriculum aspects
Identify parts of books
Differentiate print from pictures
Authentic literacy assessment
Systematic child observation
Literacy goals checklists
Anecdotal records
Teacher-child interviews
Audio/video recordings
Digital photos
Child’s work samples
List of books read
Appropriate technological devices
Try out devices with children
Use devices for trial period
Visit classrooms where devices are used
Talk with parents about devices
Compare cost and effectiveness with similar
devices now in use
Read articles describing uses of devices
Visit websites featuring children and
technology
Appropriate Curriculum for Young Children: The
Role of the Teacher, DVD from NAEYC.
From Pictures to Words: Understanding the
Foundations of Literacy Learning, DVD from
NAEYC.
Language Arts in Early Childhood Education, DVD
& CD-ROM from Redleaf Press.
Literacy in the Preschool Years, DVD from Redleaf
Press.
Teaching in the Digital Age, PowerPoint
presentations and CD-ROM from Redleaf Press.
Resources:
Beaty, J. J. (2013), 50 Early Childhood Literacy Strategies. 3rd ed.,
Pearson.
Christie, J., Enz, B. J., Vukelich, C., & Roskos, K. (2014). Teaching
Language and Literacy: Preschool through the Elementary
Grades. 5th ed. Pearson.
Enz, B. J. & Morrow, L.M. (2009). Assessing preschool literacy
development: Informal and formal measures to guide instruction.
Newark, DE: International Reading Association.
Freeman, N. & Brown, M. (2008). An authentic approach to
assessing pre-kindergarten programs: Redefining readiness.
Childhood Education: 84(5), 267-273.
Helm, J. H. (2008). Got standards? Don’t give up on engaged
learning. Young Children, 63(4), 14-20.
Vukelich, C. & Christie, J. (2009). Building a foundation for
preschool literacy: Effective instruction for children’s reading and
writing development. 2nd Ed. Newark, DE: International Reading
Association.
Children’s Technology and Review
Early Childhood Technology Network
National Association for the Education of
Young Children
International Reading Association
Reading Is Fundamental
Janice J. Beaty
Professor Emerita, Elmira College
Linda Pratt
Elmira College
In This Chapter You Will Learn To:
Explain the meaning of a “multicultural
perspective.”
Discuss why multicultural picture books should
be used.
Demonstrate how teachers can use these books.
Describe to choose and acquire appropriate
picture books.
A multicultural perspective
• Acknowledges diversity by being sensitive to cultures and
languages.
• Recognizes diversity in preschools and kindergartens.
• Uses books that feature characters of diverse racial and
ethnic groups.
• Integrates book extension activities into every learning
center.
• Improves reading scores and attitudes among children from
different cultures.
• Helps children develop positive attitudes toward children
from different cultures even in an all-European American
classroom.
• Serves as a springboard into activities that promote early
literacy.
Multicultural characters from picture books help
children
To identify with characters from different cultures.
To treat characters as if they are real people.
To want to pretend and perform various activities
about them.
To come to love the books and want them read over
and over.
To learn firsthand about children like themselves
from other cultures.
To choose various characters as role models.
To want to participate in the same activities as the
book characters.
To improve their own reading and writing skills.
Lead-ins to a multicultural curriculum:
What you can do with a multicultural character book
Make a game of it.
Make puppets of its characters.
Build a house for its characters.
Pretend to be a character.
Make a flannel board story.
Make a puzzle of it.
Prepare food from the story.
Paint a picture about it.
Write a letter about it.
Tell, sing, and record the stories.
Begin to read it.
Choosing appropriate books:
Use the Choosing Multicultural Picture Books
checklist (Handout 2.1)
Books featuring physical differences, self-
concept
Cover of books that show attractive, realistic
cultural characters
Characters children can identify with
Curriculum-based theme familiar to children
Words catchy with rhyme, rhythm, or repetition
Plot fast-paced, easy for children to follow
Characters, theme or topic easily integrated into
learning centers
Acquiring Multicultural Picture Books
Visit bookstores, libraries
Write in for catalogs
Go online to publishers’ websites
Buy paperback copies from Scholastic
Have parents help with fund-raising projects
for books
Making Friends and Getting Along with Peers.
DVD from NAEYC
Preschoolers: Social and Emotional
Development. DVD from Redleaf Press.
Start Seeing Diversity. DVD from Redleaf
Press
Welcoming All Children. DVD from NAEYC
Al-Hazza, T. & Lucking, B. (2007). Celebrating diversity through explorations
of Arab children’s literature. Childhood Education, 83(3), 132-135.
Brinson, S. A. (2009). From Thunder Rose to When Marian Sang: Behold the
power of African American female characters. Young Children, 64(1), 26-31.
Derman-Sparks, L. & Edwards, J. O. (2010). Anti-bias education for young
children and ourselves. Washington, DC: NAEYC Books.
Genishi, C. & Dyson, A. H. (2009). Children language and literacy: Diverse
learners in diverse times. Washington, DC: NAEYC.
Feeney, S. & Moravcik, E. (2005). Children’s literature: A window to
understanding self and others. Young Children, 60(5), 20-28.
Harlan, R. Murray, R. & Shea, M. (2007). Broadening teachers’ views through
multicultural book discussions. Childhood Education, 83(5), 299-303.
Quintero, E. P. (2005). Multicultural literature: A source of meaningful
content for kindergartners. Young Children, 60(6), 28-32.
Ponciano, L. & Shabazian, A. (2012). Interculturalism: Addressing diversity in
early childhood. Dimensions of Early Childhood. 40(1), 23-29.
Souto-Manning, M. (2013). Multicultural Teaching in the Early Childhood
Classroom. New York: Teachers College Press.
Ashley, B. (1991). Cleversticks. New York: Crown.
Baiker, K. (2003). I can do it too! Brooklyn, NY: Hand Print Books.
Cook, M. (2009). Our children can soar. New York: Bloomsbury.
Diggs, T. (2011). Chocolate me. New York: Feiwel and Friends.
DiPucchio, K.(2008). Grace for President. New York: Hyperion.
Dole, M.L. (2003). Drum, Chavi, drum. San Francisco: Children’s
Book Press.
Isadora, R. (2005). Luke goes to bat. New York: Putnam’s.
John, R. (2003).Red is beautiful. Flagstaff, AZ: Salina Bookshelf.
Nolen, J. (2003). Thunder Rose. Orlando: Harcourt.
Pinkney S. L. (2007). I am Latino: The beauty in me. Boston:
Little, Brown.
Pinkney, S.L. (2000). Shades of black. New York: Scholastic.
Recorvits, H. (2003). My name is Yoon. New York: Frances Foster
Books.
Smith, C. L. (2000). Jingle dancer. New York: Morrow.
Winans, C. (2007). Colorful world. Oak Park Heights: MN. Maren
Green Publishing.
Association for Childhood Education
International
Children’s Book Council
International Reading Association
Reading is Fundamental
Teaching Tolerance
The Observation and Feedback Cycle: Best Practices
for Low-inference Notes1
Observe
The school leader visits the classroom and takes low-inference notes on teacher and student actions.
Best Practices for Observation
1. Eliminate effects of bias. Enter the classroom without judgment and work from evidence.
2. Take low-inference notes. Write down only what teacher and students say and do.
3. Look for learning. Seek evidence of what students know and are able to do.
4. Remain, review, reflect. Pause to organize your evidence before rating.
Capturing high-quality notes during the observation is the first step in ensuring that ratings are accurate and
feedback aligns to teachers’ needed areas of improvement. Low-inference note-taking is a skill, not knowledge.
Knowing how to do a push-up doesn’t mean you can do 25 of them in 60 seconds; it comes with practice. When
taking low-inference notes, the school leader describes what is taking place without drawing conclusions or
making judgments about what he or she observes. When taking notes on instruction, ask:
• What do you see and hear the teacher and students saying and doing?
• What evidence can you gather of student learning?
• What will students know and be able to do at the end of the lesson?
• Distinguish between low-inference statements and opinions. For instance, you can identify key words
that give away subjectivity: e.g., “I think,” or “I feel.” Be cognizant of keeping evidence separate from
opinions, using this framework:
Evidence Opinion
• Is observable
• Is not influenced by the
observer’s perspective
• Is free of evaluative words
• Does not draw conclusions
• Makes inferences
• Depends on observer’s
perspective
• Includes evaluative words
• Draws conclusions
• Replace vague quantifiers by capturing more specific evidence: e.g., “a lot of students raised their
hands” vs. “17 of 20 students raised their hands.”
• Swap Edu-Speak for Evidence. For example, rather than saying, “You differentiated by scaffolding
questions during the mini-lesson,” identify the actual questions that the teacher asked, such as “What is
the name of this shape? How is it different from a square or rectangle? Where in real life have you seen
this shape?”
1 For more information, see The Power of Feedback: Supporting Teacher Development, pages 32-33.
https://www.weteachnyc.org/resources/resource/power-feedback-supporting-teacher-development/
2
Where to find the data for student outcomes during an observation:
• Sit with a table/group of students. Write down the questions asked and answers given by the students in
that group.
• Copy down what each student has written on their paper VERBATIM into your observation notes (e.g.,
answer to #2 on handout, response to quick-write prompt). The observer can obtain a handout from the
teacher, if available, and record the answers directly onto it.
• Write down the time and circulate in the room. Record the item that all students are working on in that
moment. Then, go around a second time.
• Select a problem, determine the correct answer, and tally the number of students who have the correct
response written on their papers.
• If recording observation notes using an iPad, use the iPad to take pictures of actual student work during
the classroom observation.
• Move around the classroom and identify students performing at high, medium, low levels and
strategically capture their work
• Monitor observation notes to ensure that the “student side” is not neglected.
• Ask students to tell you what they are learning/doing, why they are learning, and if they have learned
anything new today.
• Collect the lesson plan and/or copies of student work prior to leaving the classroom.
How do I capture as much evidence as possible?
• Set up a coding system ( T= teacher, S= student, HU= hands up)
• Time transitions, each section of the lesson, work time, etc.
• Copy objective or aim, or make a note if it is not posted
• Draw circles to represent groups of students or teacher interaction with students
• If you notice a trend, create a tally on the side, so you can capture other evidence that may be occurring
while also documenting the trend. For example, Jane is the only one responding to the teacher’s
questions. You may capture several instances verbatim, but you can also capture how many times it
occurs if you can’t capture everything Jane said.
Use tallies or shorthand in the diagram or a chart:
• Quality over quantity: collect a full interaction.
o When teacher did __, student __. When student said __, teacher said__.
Strong example of low-inference notes:
Jane is called on |||| |
Times teacher provides feedback to
front table
|||
g
b
g
b
T
Diagram of groups of students
3
Time Teacher Actions Student Actions
1:00
Teacher says to walking students, “You need to be on
the rug in 3-2-1.”
Twenty-four students on the carpet facing the front of
the room. 3 students walking around the classroom.
As teacher said “one” students joined classmates.
1:01 Teacher asked “How many days are there in the
week?”
Teacher repeated question and then said, “Anyone?”
Teacher asked kids to stand and lead them in “The
Days of the Week” song.
5-6 kids spoke to each other when teacher spoke.
She called on Terrence who said “7.”
16 of the 27 kids stood up for the song.
1:02 Teacher asked “What day comes after Saturday?” Steven shouted out, “Monday!” Most students
laughed – 2 boys physically rolled around and knocked
over 2 girls. Steven walked away from the group, and
sat in the opposite corner of the classroom.
1:03 Teacher said, “OK boys and girls if you hear my voice
clap once, If you hear my voice clap twice.”
After two claps, all but 2 boys were quiet and looking
at her.
Weak example of low-inference notes:
Time Teacher Actions Student Actions
1:00
Students on carpet during mini-lesson. Lots of students
walking around the classroom while the teacher tried
to get their attention.
1:01 Teacher asked questions about the calendar. Many students were not listening while the teacher
reviewed the days of the week.
1:02 Steven called out over and over again when you asked
the question about the days of the week.
1:03 Steven walked away from the group and the class fell
apart.
1:04 Mini-lesson is not successful. Little student learning
accomplished as teacher has no classroom
management skills.
1:05 Poor classroom management continues through
sloppy transitions from carpet to desks.
Several students are talking to one another.
1:06
The teacher seemed to be okay with this.
A few students go to the round table. Some start
reading and some don’t.
-
Collecting low inference evidence during an observation
Common mistakes/pitfalls to avoid
Tips for low inference note taking
Low-Inference Note-Taking Samples: Strong versus Weak
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