Yesterday I had the pleasure of beginning data collection for my PhD case study, which focuses on how the flipped learning approach affects student engagement in South Australian schools. Not having undertaken classroom observations as an 'outsider' before, I was a bit unsure of how to proceed at first -
Observation template The template I created was based on indicators of student engagement that I have collected from the literature - and which will inform my (upcoming) framework of student engagement - so that I could keep a tally of which indicators were present in the classroom, how often, and to provide examples. The only problem was, it ended up being 3 pages long, which made it very difficult to work with during the lesson, as I had to keep flipping back and forth between this template and the book I was writing other notes in. I also found the size of the Observation Count column unnecessarily large. I have decided to create a different template and use a highlighter to mark which indicators are observed in the lessons, writing examples of these in my fieldwork book. What were my takeaways from Day 1? I observed a double lesson of Year 7 Maths and a double lesson of Year 7 Creative Arts, with two different cohorts of students.
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AuthorMelissa is an EPPI-Reviewer Support Officer at University College London and a researcher. She worked for 10 years as a high school teacher in country South Australia, followed by three years as a Research Associate at the Carl von Ossietzky Universität Oldenburg, Germany. Categories
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January 2022
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