One Teach, One Observe

School of Education - CSU, Chico

22 Jul 201502:55

Summary

TLDRThe video discusses the 'One Teach, One Observe' strategy in classrooms, where one teacher instructs while the other observes students to collect data on learning and behavior. This approach helps teachers identify effective methods for engaging students and improving their performance. By gathering data on student behavior, like on-task versus off-task actions, teachers can tailor their strategies for better outcomes. The observation role can be switched between co-teachers to gain insights into teaching styles and student responses. This strategy is used occasionally to avoid any imbalance of authority between teachers.

Takeaways

📊 Decision-making in classrooms should be based on data.
👩‍🏫 In the One Teach, One Observe strategy, one teacher leads the class while the other collects observational data on student learning.
🔄 The roles of primary teacher and observer can switch depending on the topic or teacher's interest.
📝 The purpose of this strategy is to gather information on student engagement and understanding to identify best teaching practices.
📈 Data is collected by observing student behaviors, such as how often they stay on topic or get distracted.
👀 Careful observation of student behaviors allows teachers to understand individual learning differences.
🎯 The strategy can also be used to evaluate a teacher's own methods and teaching style.
🤝 The strategy can highlight differences in how co-teachers handle students, allowing for shared insights on challenges and successes.
📚 Collected data, such as student academic performance or social skills, guides teaching adjustments and group/pair placements.
🔄 Switching observer roles occasionally helps maintain balanced authority between teachers and provides different perspectives.

Q & A

What is the One Teach, One Observe strategy?
-The One Teach, One Observe strategy involves one teacher acting as the primary instructor while the other observes students to gather data on their learning behaviors.
What is the primary purpose of the One Teach, One Observe strategy?
-The purpose is to gather data on students’ engagement, understanding, and learning in order to adjust teaching practices and improve student outcomes.
Can the roles of the primary teacher and the observer be switched?
-Yes, the roles can be switched depending on the topic or the teachers' interests and needs.
What types of data are typically collected during the observation?
-Teachers typically collect data on student behaviors, such as how often students stay on topic or get distracted, and their academic performance or social skills in the classroom.
How can the One Teach, One Observe strategy help with student engagement?
-By observing students' behaviors and collecting data, teachers can identify which teaching strategies engage students and adapt their methods to ensure better participation.
What is ABC data, and how is it used?
-ABC data stands for Antecedent, Behavior, and Consequences, and is used to track a student's behavior and interactions with others to better understand and address their needs.
How does observing both a focus student and an average student provide value?
-Observing both allows teachers to compare behaviors, helping them identify specific challenges the focus student may face and find effective ways to support them.
How does data collection influence student grouping in the classroom?
-Data collection helps teachers pair or group students in ways that keep them more focused and engaged, based on their behavior and interactions with peers.
How often should the One Teach, One Observe strategy be used?
-This strategy is meant to be used occasionally, to ensure students see both teachers as equally important and prevent one teacher from seeming more dominant.
What is the benefit of switching the observer role between teachers?
-Switching the observer role provides a fresh perspective, allowing both teachers to understand different aspects of student learning and teaching effectiveness.

Outlines

00:00

📊 Data-Driven Decision Making in Classrooms

This paragraph introduces the concept of data-driven decision making in classroom settings through the 'One Teach, One Observe' strategy. In this approach, one teacher takes the role of the primary instructor while the other observes and collects specific data related to student learning. The roles can be switched depending on the topic or interests of the teachers. The primary goal of this strategy is to gather information on student engagement and understanding by tracking behaviors, such as how often students stay on or drift off task. This allows teachers to refine their teaching methods to better meet the needs of individual students.

👀 Understanding Student Learning Through Observation

The 'One Teach, One Observe' strategy is explained as a method that enhances teachers' ability to understand student learning by closely observing classroom behaviors. This technique helps teachers recognize differences in student engagement, whether academic or social. Additionally, this strategy can be applied when one of the co-teachers seeks feedback on their own teaching style or methods. By alternating between teaching and observing, the teachers can compare their effectiveness and make necessary adjustments to improve student outcomes.

📈 Collecting Data on Student Performance and Behavior

This section provides examples of data that teachers might collect using the 'One Teach, One Observe' approach. Teachers can gather information on a student’s academic performance during lessons or assess their social and behavioral skills. Specifically, they use ABC data (Antecedent, Behavior, and Consequences) to understand how students interact with their peers. The insights gained through data collection help teachers determine how to best pair or group students, ensuring a more productive learning environment.

👩‍🏫 Improving Classroom Strategies Through Observation

Here, a specific example is provided of a teacher observing a focus student alongside a more average student for comparison. The teacher was particularly interested in how often the focus student stayed on task, as this student frequently found distractions. The observation was intended to gather data to share with the teaching team, so they could devise strategies to better support the student’s success. The observer role in co-teaching classrooms can shift between the two teachers, providing different perspectives to improve student engagement.

⚖️ Maintaining Balance in Co-Teaching

The closing paragraph emphasizes that the observer role in the 'One Teach, One Observe' strategy should only be used occasionally, as the teachers want students to see both instructors as equals in the classroom. It is important that one teacher does not appear more dominant than the other. Switching the observer role between teachers can provide valuable new perspectives, but the strategy must be balanced to maintain an equal teaching presence for the students.

Mindmap

Keywords

💡One Teach, One Observe

This co-teaching strategy involves one teacher leading the instruction while the other teacher observes and collects data on student learning or behavior. The observer's role is to gather specific information that will help in evaluating and improving teaching practices, such as student engagement or understanding. This strategy allows for detailed feedback on both teaching methods and student outcomes.

💡Observation

In the context of this video, observation refers to the systematic collection of data on students' behaviors or learning during instruction. The observing teacher focuses on aspects such as on-task behavior or student engagement, which can be analyzed to improve teaching strategies. Observation helps teachers understand how different students learn and adapt their methods accordingly.

💡Data Collection

Data collection in this teaching strategy involves gathering information on student performance, behavior, and social interactions. The purpose is to use this data to inform teaching practices and make decisions that help improve student learning. Examples include tracking how often students are on-task or monitoring interactions between students.

💡Student Engagement

Student engagement refers to how involved and focused students are during classroom activities. In the One Teach, One Observe strategy, the observer often collects data on student engagement to determine if the teaching methods are effective. This information helps teachers adjust their strategies to keep students more focused and involved in the lesson.

💡ABC Data

ABC Data stands for Antecedent, Behavior, and Consequence, a method of analyzing student behavior. In the video, this data helps teachers understand the triggers (antecedents) for specific behaviors, the behavior itself, and the resulting consequences. By collecting this data, teachers can better support students' behavioral and academic success.

💡Co-teaching

Co-teaching is a model where two teachers collaborate in delivering instruction. In this video, one teacher takes the primary role of teaching, while the other observes, but they can switch roles. Co-teaching promotes a shared responsibility for student learning and offers multiple perspectives on instruction and classroom management.

💡Behavior Monitoring

Behavior monitoring involves tracking students' actions to see how they are responding to instruction or interacting with others. In this context, the observing teacher records how often students are on-task or distracted. The purpose of this monitoring is to provide feedback that can help improve teaching methods and student success.

💡Teaching Strategies

Teaching strategies refer to the methods teachers use to engage students and facilitate learning. In this video, the One Teach, One Observe strategy is used to gather data that helps teachers refine their teaching strategies, ensuring that students remain focused and understand the material. Different strategies may be needed based on students' behaviors or learning styles.

💡Role Switching

In the One Teach, One Observe strategy, teachers can switch roles, allowing both to take turns being the primary instructor or observer. This flexibility helps teachers gain insights into each other's teaching methods and provides a balanced classroom dynamic where both are seen as equal educators.

💡Classroom Dynamics

Classroom dynamics refers to the interactions and relationships between students and teachers. By observing these dynamics, teachers can identify how different students learn and how to create a more supportive and effective learning environment. Pairing students in groups based on observed behaviors is one way to improve classroom dynamics.

Highlights

Decision making in classrooms should be based on data.

In the 'One Teach, One Observe' strategy, one teacher teaches while the other gathers observational data.

Roles can switch between the teachers, depending on the topic or interests.

The primary purpose of this strategy is to collect data on student engagement and learning during lessons.

Teachers use behavioral data, such as how often students are on or off task.

Careful observation helps teachers better understand differences in student learning.

This strategy can also be used to assess teaching methods and styles for improvement.

The 'One Teach, One Observe' strategy allows teachers to compare their struggles with particular students.

Teachers can gather data on academic performance or behavioral and social skills.

ABC data (Antecedent, Behavior, Consequences) is used to track specific student behavior.

Observing different student pairings helps teachers optimize classroom interactions and engagement.

Data collection helps identify strategies for improving student engagement and task focus.

Comparing focus students with average students provides insights for targeted interventions.

Switching observer roles allows both teachers to share equal teaching responsibilities.

The strategy should be used occasionally to maintain balance in co-teaching roles.