scholarly journals Correction for The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize STEM Classroom Practices

2014 ◽  
Vol 13 (2) ◽  
pp. 359-359 ◽  
Keyword(s):  
Classroom Practices ◽  
Classroom Observation ◽  
New Instrument ◽  
Observation Protocol

scholarly journals The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

2013 ◽  
Vol 12 (4) ◽  
pp. 618-627 ◽  
Author(s):  
Michelle K. Smith ◽  
Francis H. M. Jones ◽  
Sarah L. Gilbert ◽  
Carl E. Wieman
Keyword(s):  
Teaching Practices ◽  
Classroom Observation ◽  
Critical Role ◽  
Observation Data ◽  
College Science ◽  
Science Technology ◽  
New Instrument ◽  
Improving Student Learning ◽  
And Mathematics ◽  
Observation Protocol

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS. This protocol allows STEM faculty, after a short 1.5-hour training period, to reliably characterize how faculty and students are spending their time in the classroom. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. We also discuss how the observation data can be used to guide individual and institutional change.

scholarly journals Classroom practices can be reliably classified using lecture recordings

2020 ◽  
Author(s):  
George Kinnear ◽  
Steph Smith ◽  
Ross Anderson ◽  
Thomas Gant ◽  
Jill R D MacKay ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Classroom Practices ◽  
Teaching Method ◽  
Classroom Observation ◽  
Lecture Recordings ◽  
Asking Questions ◽  
Observation Tools ◽  
Insight Into ◽  
Pedagogical Approaches ◽  
Selection Of

Lectures are a commonly used teaching method in higher education, but there is significant debate about the relative merits of different classroom practices. Various classroom observation tools have been developed to try to give insight into these practices, beyond the simple dichotomy of “traditional lecturing versus active learning”. Here we review of a selection of classroom observation protocols from an ethological perspective, and describe how this informed the development of a new protocol, FILL+. We demonstrate that FILL+ can be applied reliably by undergraduate students after minimal training. We analysed a sample of 208 lecture recordings from Mathematics, Physics, and Veterinary Medicine and found a wide variety of classroom practices, e.g. on average lecturers spent 2.1% (±2.6%) of the time asking questions, and 79.3% (±19%) of the lecture talking, but individuals varied considerably. The FILL+ protocol has the potential to be widely used, both in research on effective teaching practices, and in informing discussion of pedagogical approaches within institutions and disciplines.

scholarly journals Development and Validation of Poksd-Porsd Protocol Assessment of Engineering in Elementary Classroom

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
C Anwar ◽  
W Sopandi ◽  
U S Sa’ud ◽  
W T Pratiwi ◽  
H Inderawan
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Basic Education ◽  
Classroom Observation ◽  
Project Based Learning ◽  
Assessment Instruments ◽  
School Teachers ◽  
Observation Instruments ◽  
Observation Protocol ◽  
Development And Validation

The aim of this study was to develop and validate classroom observation instruments designed to reveal the emergence of engineering activities in primary school teachers in project-based learning. The instruments developed included the elementary school classroom observation protocol sheet (POKSD) and the elementary school engineering observation protocol assessment (PORSD). Task items were arranged based on indicators adapted from COPUS (Classroom Observation Protocol for Undergraduate STEM) items. The initial design of the instrument was consulted with three experts based on learning objectives. The instrument was then validated by three experts in the field of basic education. The instrument test was conducted on teachers and 5th-grade students of UPI Bandung Laboratory (N = 1). POKSD and PORSD were assessed by three raters. Scores from the three raters were then analyzed using two-way ANOVA. The results showed that the intra-class correlation of performance assessment instruments was adequate (ICC = 0.773). The findings of this study demonstrated that the instrument was reliable and could be used for the emergence of engineering activities in elementary school teachers.

scholarly journals I’ve Been Given COPUS (Classroom Observation Protocol for Undergraduate STEM) Data on My Chemistry Class... Now What?

2020 ◽  
Vol 97 (4) ◽  
pp. 1181-1189 ◽  
Author(s):  
Barbara A. Reisner ◽  
Cole L. Pate ◽  
Melissa M. Kinkaid ◽  
Daniel M. Paunovic ◽  
Justin M. Pratt ◽  
...  
Keyword(s):  
Classroom Observation ◽  
Observation Protocol

Development and validation of the Classroom Observation Protocol for Engineering Design (COPED)

2019 ◽  
Vol 56 (9) ◽  
pp. 1285-1305 ◽  
Author(s):  
Lindsay B. Wheeler ◽  
Shannon L. Navy ◽  
Jennifer L. Maeng ◽  
Brooke A. Whitworth
Keyword(s):  
Engineering Design ◽  
Classroom Observation ◽  
Observation Protocol ◽  
Development And Validation

scholarly journals Teoria e prática de professores considerados construtivistas

2019 ◽  
Vol 75 (179-80-81) ◽  
Author(s):  
Sérgio Antonio Leite ◽  
Luciane Palma
Keyword(s):  
Theoretical Basis ◽  
Classroom Practices ◽  
Classroom Observation ◽  
Traditional Pattern

Tem como objetivo descrever as práticas desenvolvidas por professores considerados construtivistas e relacioná-las com as respectivas concepções teóricas. Os dados foram coletados através de observações e entrevistas. O contato com a teoria parece ter sido fundamental para todos os professores envolvidos superarem o modelo tradicional de alfabetização. Porém, os dados sugerem várias contradições. A principal delas é a perigosa concepção reducionista, segundo a qual a teoria construtivista explica todo o processo de alfabetização escolar. Além disto, destaca-se a dificuldade dos professores no desenvolvimento de atividades funcionais em sala de aula. Abstract The purpose of this research was to describe the classroom practices of teachers considered constructivists and to relate them with the theoretical basis of constructivism. Data were collected by interviews and classroom observation. The contact with the theory seemed to be very important for teachers to overcome the traditional pattern of literacy. However, data suggest some contradictions: the principal one is the dangerous notion that the constructivism theory explains all the process of school literacy. Moreover, some difficulty was observed for teachers to develop activities in the classroom. Résumé Cet article présente une recherche avec l'objectif de décrire les activités que les professeurs réalisent dans les classes et les raconter avec les principes du constructivisme, à travers plusieurs interviews et sessions d'observation. Le contact avec la théorie constructiviste fut fondamental pour les professeurs surpasser le modèle traditionnel d'alphabetization. Cependant, les données suggèrent diverses contradictions. La principale c 'est la conception réductioniste selon laquelle la théorie constructiviste peut expliquer tout le procès d'alphabetization scolaire. En outre, il faut détacher les difficultés des professeurs pour développer des activités fonctionnelles. Resumen La presente investigación tuve como objectivo describir las prácticas desarrolladas por profesores considerados constructivistas y relacionarlas con las concepciones teóricas descriptas. Los datos fueran colectados através de observaciones y entrevistas. El contacto con la teoria parece tener sido fundamental para que todos los profesores envolvidos tengan superado el modelo tradicional de alfabetización. Pero los datos.sugeren varias contradicciones. La principal de ellas es la peligrosa concepción reduccionista según la cual la teoria constructivista explica todo el proceso de alfabetización. Además, se destaca la dificultad de ¡osprofesores en el desarrollo de actividades fimcionales en sala de clase.

scholarly journals ADAPTATION OF A CLASSROOM OBSERVATION PROTOCOL FOR ACTIVE LEARNING

2021 ◽  
Author(s):  
Allison Van Beek ◽  
Susan McCahan
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Learning Activities ◽  
Large Classes ◽  
Space Design ◽  
Observation Protocol ◽  
Future Work

In our work, we are focusing on the use of classroom observation to provide feedback on instructional space design. An initiative to redesign teaching space began a decade ago at a large, research-intensive institution. In September 2018, a large-scale (477 seat) active learning classroom became operational. The affordances of this space are intended to enable active teaching and learning in large classes. However, it is difficult to assess how successful this space is for active learning. A multi-year study has been undertaken to observe teaching practice in situ, with the goalof developing design principles for instructional space and technology that support the development, design, and implementation of teaching activities. Existing teaching observation protocols do not fully capture the interaction between the instructor and the space because such protocols were generally intended for other purposes. The goal is to develop a protocol that captures activities that are both intrinsic and extrinsic to teaching. This paper describes the development and use of an observation protocol. The core of the protocol is the wellknownTeaching Dimensions Observation Tool (TDOP). The scope of the TDOP is extended to active learning activities drawing from the Active Learning Classroom Observation Tool (ALCOT). The resulting extended protocol, TDOP+, was used for coding both live and recorded classroomobservations in the Winter 2020 term. This extended protocol allows the researchers to capture information that characterizes the intersection of pedagogy, space, and technology through Activity Theory. In future work, the data gathered through observations will be analyzed using theDifferentiated Overt Learning Activities (DOLA) framework, to provide insight into what types of teaching activity happens in a large-scale active learning classroom across STEM education and how active learning in large classrooms compares to pedagogy in other spaces.

The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol

2014 ◽  
Vol 116 (6) ◽  
pp. 1-32
Author(s):  
Drew Gitomer ◽  
Courtney Bell ◽  
Yi Qi ◽  
Daniel Mccaffrey ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Emotional Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Instructional Support ◽  
Teaching Quality ◽  
Self Report ◽  
Classroom Organization ◽  
Observation Protocol

Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

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