Tools for Observation

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Early Childhood Education

  Course Title:

  Early Childhood Education 1

  Course Number:

  8405110

  Career Cluster:

  Education and Training

  CIP Number:

  0419070900

  Course Type:

  High School Career Prep

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Supporting Children’s Growth and Development.” See CPALMS resource ID# 214877.

• Career Connection

  
  

  This lesson includes the career building skills of organizing information and planning. This lesson helps students connect the observation of child growth and development with the practice of it for their future classrooms. Not every observation tool is available online, and students will have to use academic and technical skills to develop an appropriate tool, much like teachers do on a regular basis.

• Learning Objectives

  
  

  Students will be able to:

  • Describe methods and tools of observation in early childhood classrooms.
  • Discuss the differences between a variety of observation methods in early childhood classrooms.
  • Research the advantages and disadvantages of an observation tool.
  • Create an observation tool for a specific purpose.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Different observational tools (including running records, frequency counts, event or time sampling, portfolios, photographs, samples, checklists, and anecdotal records).
  • Use digital tools available to create a presentation and template.
  • Evaluating digital resources for credibility.

• Guiding Questions

  
  
  • What are the advantages and disadvantages of different observation tools?
  • How can teachers determine the most effective observation tool or method for collecting information about children’s growth and development?
  • How do different components (such as informal observations, screenings, and evaluations) create a comprehensive plan for observation and assessment?

• Procedure

  
  
  1. To introduce the lesson, ask students, “Which observation tool is the most effective for collecting information about children’s growth and development?”
     • During discussion, prompt students to consider the purpose of the observation, and how information collected about development domains differs. For example, in the cognitive development domain, an objective might include, “counts to five.” This is not as subjective as a skill in the social-emotional domain such as, “cooperates in group settings.”
  2. Review a variety of observation tools with students. This should be a short review with a quick example of each. Include observation tools such as anecdotal records, running records, samples, photographs, portfolios, event or time sampling, frequency counts, and checklists.
  3. Provide students with a copy of the case study, “Supporting Children’s Growth and Development,” (See CPALMS Resource ID # 214877). AS students read the case study, instruct them to annotate their page, including underlining or highlighting important information about children’s development.
  4. Pose the following discussion questions after the case study is read.
     • How have Ella and Kera’s observations been helpful so far?
     • What do the observations tell you about each child’s development?
     • What information is missing from the observations that would be helpful?
     • How are these observations different than an assessment or screening?
     • What is the value of the teachers’ observations of each child?
  5. Divide the class into three groups. Each group will be assigned a different child from the case study- Ava, Miles, or Vann. Explain to students that their task will be to decide which observational tool the teachers in the case study could use for the next two weeks to collect information about the child’s growth and development. For example, an anecdotal record or a time sample. Students will then create a template of that observational tool designed for the child in the case study. Remind students to consider the teachers’ concerns, which observation tool would be the most effective (and feasible), and which would provide the teachers with information for families during their conferences.
  6. Independently, provide students time to reread the case study, and select an observation tool they think would be the best fit. Students will research the advantages and disadvantages of their observation tool. Students can also research exemplars of the tool. Students should use credible information from early childhood content websites.
     • Students will compile this information into a digital presentation that includes the advantages, disadvantages, and an explanation for why they chose that specific tool.
  7. Next, students will develop a printable template for their observation tool to share with others.
  8. As students finish, gather them back into the three groups to share their presentations and observation tool templates. Small groups will discuss which is the most effective, appropriate, and easy to use. As time permits, this can be shared with the whole group.
  9. To bring the lesson to a close, provide students with the Exit Ticket (see attachment). The Exit Ticket asks students to respond to the following questions:
     • How could you use these observation tools in your future classroom?
     • How could you adapt the observation tool for different needs or developmental domains?
     • How can teachers benefit from easily adaptable templates for observational tools?

• Teacher Notes

  
  
  • Examples of credible early childhood sites include NAEYC, Child Care Technical Assistance Network, Zero to Three, and early learning coalitions.