Maria Montessori says, “We cannot create observers by saying “observe,” but by giving them the power and the means for this observation.” I cannot agree more and that is why Clipboard Cruising is one of the 14 Essential Elements of the Tabor Rotation Framework. Clipboard Cruising, or constant and consistent teacher observation is complimented by two other Essential Elements of Tabor Rotation, Exit Questions and Math Journal Writing. All three are a part of the on-going assessment and feedback process in the Tabor Rotation Framework and are essential elements in ANY classroom.
As teachers move along on the continuum of effective implementation of Tabor Rotation, they begin asking these kinds of questions:
“I’d like to learn how to better target my instruction for each level of student in my classroom.”
“I wish I had a systematic but simple way to measure and monitor the growth of all of my students—even if I have over 120 of them!”
“How do I teach everything I need to teach in my subject and my level when some of my students don’t have the prerequisite skills?”
“Can’t you put your observation sheet into a spreadsheet format so it’s easier to modify and record on?”
The fact that so many teachers have emailed me with these requests amazes me. A teacher who asks these kinds of questions is truly being a reflective practitioner and assessor of the effectiveness of their own instructional practices. I think Yogi Berra summed it up well, “You can see a lot just by observing.”
Below are some helpful hints as you fine tune the observational process with your students:
1. Simplify the process so you can form and use readiness groups.
Remember, readiness groups are the flexible groupings of students who meet with a teacher based upon their level of understanding of the concepts and skills being explored. Homogeneous groups are part of Days 4 & 5 of the Tabor Rotation Framework and are necessary is a teacher is meeting the needs of all students—no matter their level of understanding. One way to simplify the process is to get a clipboard for every class you teach.
2. Pick the tools that will make you want to pick them up and use them.
I always choose clipboards that are colorful. I also select pens which are my favorite writing tools. It may sound crazy, but I tend to go Clipboard Cruising more when I write with a metallic gel pen than if I were writing with a plain, fine-point pen. Using my favorite tools makes me smile.
Start off your observations by simply noting at least 3-5 behaviors in a day. Gradually increase to 10 behaviors. Then move to observing groups or students.
3. Only observe what cannot be assessed more easily using some kind of paper-and-pencil tasks.
An example of this is when a teacher completes a direct instruction in a Whole-Group Mini Lesson and asks the students to work 2-3 problems that apply the skill they’ve just learned. The exit cards are handed to the teacher as the students leave the room and give the teacher immediate feedback on the level of understanding of the students.
This information could then be used, by the teacher, to form an approaching-level readiness group the next day. He might meet with this whisper group during the warm-up or bell work time. Based upon the exit card responses, the teacher notes that 4 of the students in a class are making the same error in procedure. He knows that if he shapes this procedural knowledge before it’s internalized, then his students will learn the skill and the concept attached to it with correct automaticity.
3. Target the big ideas of the chapter or unit of study that all students MUST HAVE in order to be successful in their conceptual development in the subject matter.
A teacher who tries to observe everything tends to be quickly overwhelmed. Targeting big ideas, instead of every single skill or concept in a unit of study, allows you to conduct consistent observations of the depth of understanding for what’s most important.
5. Give a short quiz at the end of a class period and circulate to observe your students as they are working.
Not only will this be a check for understanding and a form of on-going assessment, but it will give you the chance to circulate and ask specific students questions about the procedures they are using to work a problem. This short quiz could also be used for a daily grade.
6. Focus on observing the students you meet with during small-group, guided instruction or Teacher Time and in Readiness Groups before trying to observe the entire class.
Just narrowing the number of students you’re observing makes it more likely that you will be able to conduct regular observations. The information you gather about your students in Teacher Time is invaluable. This is the time, in The Tabor Rotation Framework, when teachers meet with ¼ of the class at a time to instruct the most difficult concepts for the week.
You can note what strategy students use, the challenges they are facing, or the high level of understanding and application of the concept they already have. Remember, observation is done with all students–not just the ones who are struggling. All students deserve to be respectfully and meaningfully engaged with qualitatively challenging work that is at their instructional level.
7. Select 4-5 students a class to observe instead of trying to observe everyone.
Some teachers divide their class into quadrants and observe a specific section each day. Some teachers decide to observe one row in their classroom. When you narrow the number of students to observe, then you’ll be more likely to accomplish your observational goals.
8. Schedule observations into your daily routine.
The age-old teacher saying is true. If you fail to plan for observations, then you’ll fail to conduct observations. Write it into your daily and weekly lesson plans so that you know when you should stop instructing and start observing.
9. Resist the temptation to stop and “fix it.”
One of the greatest challenges, when teachers begin to rigorously and systematically observe students, is resisting the temptation to stop and fix an error a student is making. If the adjustment or instruction is going to take over two minutes, then you probably need to meet with them in a readiness group instead of during clipboard cruising. If you’re regularly assessing, observing, and using this information to form readiness groups, then you know that you’ll be working with those students the next day.
10. When it comes to on-going assessment, observations, and clipboard cruising, keep this Nike mantra in mind…JUST DO IT!
Try using these observation recording sheets to help you get started. Good luck!
Spreadsheet for Observations & On-Going Assessment
“Opportunities are often things you haven’t noticed the first time around.” -Catherine Deneuve