Developing Analysis and Observation Skills

Instructors and students can better understand the concept of teacher seeing using the analogy of binoculars as an integrated framework composed of several interconnected components, or sub-skills.

Binoculars with the dial labelled Focus (Know), lenses labelled Observe and Interpret. The model leads to Plan and Act.

Focus (Knowing)

We start with a shared focus. Binoculars have a focusing mechanism that intentionally brings something into sharp focus and puts everything else out of focus, an important feature when wanting to examine something closely. Choosing to focus on a particular early childhood framework (e.g., pedagogy, type of interaction, developmental or learning outcome, or other specific aspect of knowledge or teaching practice) using shared language allows students to practice the discipline of concentrating their attention on one important aspect of teaching at a time and allows for deeper learning to take place, including the Knowing portion of the Intentional Teaching Framework. It can be difficult to tune out the many other interactions and activities taking place in a video. Evaluating the accuracy and depth of a student's video analysis in light of the focus is one method for assessing their knowledge of the focus.

Binoculars have two lenses that work together to bring an object into focus. In our analogy, these two lenses are observations and interpretations.

Observe

Informed by knowledge of the focus, we make objective, behavioral, and specific observations of children's and teachers' words and actions and their interactions that are significant and important. Avoid general, vague, or subjective impressions or descriptions of the overall classroom environment that are based on opinion, emotional reactions, or personal thoughts.

Interpret

After observing objectively, we interpret what we saw, bringing connections back to the shared focus. What impact might a teacher's words, actions, or teaching moves have had on a child? What do a child's words or actions indicate about their developmental level, interests, needed feedback, and scaffolding? It is important to consistently and clearly distinguish between observe and interpret. In the beginning, students might conflate the two or focus more on evaluating; the structure of this approach helps them to keep the two separate. Observations are used as evidence to support an interpretation. Interpretations of personal or peer videos of practice should lead to students' identification of both strengths and opportunities for improvement.

Finally, what action do we take based on what we've analyzed through the binoculars?

Plan and Act - Propose Alternative Practice

Using observations and interpretation as evidence, propose alternative concrete and specific ideas for the teacher. What might the teacher say or do differently to increase impact on children's learning and development? In this way, learning to see helps us learn to do, to enact effective practices that promote children's development and reflect upon those practices in order to improve.

Example of How These Skills Work Together

Focus: Using the strategy of "mathematizing" (looking for opportunities to promote math concepts during children's play or routines) to support the subdomain of measurement, within the curricular area of math.

The shared language and concepts of this measurement focus are guiding children to compare attributes, use comparative language, and use units to measure.

During a video clip, a child in the block area turns to another child and says, "I put another block on top and now my tower is taller than yours!"

A teacher honing their skill of mathematizing would notice that comment right away as an observation and interpret the child's interest in and readiness for an expansion of their understanding of comparing attributes and using comparative language.

The teacher would then identify a possible action that could be taken in that moment to support the child. What could they say in response to the child's comment? Perhaps in the video, the teacher did not respond or responded very briefly and quickly moved on, and it was a missed opportunity to mathematize. Or perhaps the teacher did respond in a supportive way, and it was an effective moment.

Analyzing videos to notice all of the opportunities to mathematize and practice identifying actions the teacher could take will support a teacher to apply that skill of mathematizing in the moments of teaching.

Focusing, observing, interpreting, and proposing alternative teaching practices are interrelated and cyclical. How you interpret what you observe affects what you observe and ignore, which in turn impacts interpretations, subsequent observations, as well as alternative ideas, and on and on. Teacher seeing is interconnected with knowledge of content and child development, pedagogy, and context. Gaining knowledge and seeing skills interplay continue to impact your teaching throughout your professional career.