4.6 DATA GENERATED FROM THE DATA ANALYSIS
4.6.2 SUMMARIES OF THE LESSON OBSERVATIONS
The observation form has 25 items in total. The items are rated on a 4-point scale where a score of 0 was assigned if the particular behaviour was not observed. A score of 4 was assigned if the particular behaviour was very descriptive of the individual being observed.
Scores ranged between 25-100 points for the observation form. If the participant
acquires a higher score from the observation form it represents that more constructivist- based teaching practice is observed in the classroom.
Summary: Classroom Observation 1- Teacher A
The first observation was of teacher A’s Grade 12 class. The lesson was about the reproductive system of humans and they were focusing on the menstrual cycle. The educator knew the learners by their names and greeted them in a friendly way.
The lesson started off with marking homework from the previous day’s lesson. The learners checked where they made mistakes and had to correct them. The teacher asked the learners the homework questions individually. When a learner could not answer he would then answer and explain to the rest of the class.
He promoted reading within the class, thus each learner had the opportunity to read from the textbook as requested by the teacher. Emphasis was placed on the learners to study their biological drawings and diagrams. The teacher wanted the learners to see the “bigger picture” in order to find it easier to understand the content for tests or exams.
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The concepts were linked to drawings or diagrams provided by the teacher himself. A “chalk-n-talk” method of teaching was dominant. Some learners would ask during the lesson, “Sir would you please repeat”, while others remained quiet.
The teacher encouraged learners to do further research on the questions by themselves He made use of a single diagram (his own, drawn on the blackboard) and
transparencies – for some of the learners it was hard to see from the back of the class; however the learners made no complaints. They would look at the learner’s book next to them. The teacher was the main source of knowledge. The prescribed textbook was another source of information for the learners. It seemed as if the learners were listening. Some learners talked to each other during the lesson.
The use of blackboard was done by the drawing of a graph representing oestrogen production. The educator asked questions on how, why, when and what happens, referring to the graph. The learners had to interpret the graph and gather information from it.
Summary: Classroom Observation 2 – Teacher A
There were 20 learners present in the Grade 12 class. The teaching medium was in Afrikaans. He was teaching from the front of the class. The lesson started off with portfolios having to be filed (done by learners). He gave guidance (instructions
according to what is expected from the educator and learners according to the NCS). The lesson focused on the reproductive system of humans again.
He focused on genetics, DNA, meiosis, mitoses, and metamorphosis of animals
(complete and uncompleted). He told how important it was for the learners to study this section for the exam (a definite emphasis on their marks and doing well in the exam). The teaching methods that were highlighted were: explanation, analogy, demonstration and group work. He spoke clearly and loudly. He did most of the talking.
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Some questioning in class occurred and again the same learners asked questions. He rewarded correct answers and participation from the learners through giving them praise, “well done”, “very good”. The atmosphere was informal, where it looked like the learners felt comfortable. He used humour and learners seemed to enjoy it, laughing along but order and discipline was still maintained.
The teacher made use of prior knowledge from the learners, asking questions based on the previous lesson. Diagrams or sketches were used for describing content from the textbook. He encouraged questioning. He did drift off the subject sometimes during the lesson where he talks about his own schooling experience and trying to link the content with everyday examples. He encouraged discussion – but the learners did not use this platform fully.
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Table 4.1: RTOP – Results of Teacher A
III. LESSON DESIGN AND IMPLEMENTATION CLASSROOM OBSERVATION 1: SCORING CLASSROOM OBSERVATION 2: SCORING
1. Instructional strategies and activities respected students’ prior knowledge and the
preconceptions inherent therein.
3 4
2. The lesson was designed to engage students as members of a learning community.
3 3
3. In this lesson, student exploration preceded formal presentation.
2 2
4. This lesson encouraged students to seek and value alternative modes of investigation or of problem solving.
3 3
5. The focus and direction of the lesson was often determined by ideas originating with students.
0 0
IV. CONTENT
Propositional Knowledge
6. The lesson involved fundamental
concepts of the subject. 4 4
7. The lesson promoted strongly coherent conceptual
understanding.
4 4
8. The teacher had a solid grasp of the subject matter content inherent in the lesson.
4 4
9. Elements of abstraction (i.e., symbolic representations, theory building) were encouraged where it was important to do so.
2 2
10. Connections with other content disciplines and/ or real-world phenomena were explored and valued.
78 Procedural Knowledge
11. Students used a variety of means (models, drawings, graphs, concrete materials, manipulatives, etc.) to represent phenomena.
3 2
12. Students made predictions, estimations and/or hypotheses and devised means for testing them.
0 0
13. Students were actively engaged in thought-provoking activity that often involved the critical assessment of procedures.
1 0
14. Students were reflective about
their learning. 0 0
15. Intellectual rigour, constructive criticism, and the challenging of ideas were valued.
1 1
V. CLASSROOM CULTURE
Communicative Indicators
16. Students were involved in the communication of their ideas to others using a variety of means and media.
2 2
17. The teacher’s questions triggered divergent modes of thinking.
3 3
18. There was a high proportion of student talk and a significant amount of it occurred between and among students.
1 0
19. Student questions and
comments often determined the focus and direction of classroom discourse.
2 2
20. There was a climate of respect for what others had to say.
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Student/Teacher Relationships
21. Active participation of students
was encouraged and valued. 3 3
22. Students were encouraged to generate conjectures, alternative solution strategies, and ways of interpreting evidence.
3 3
23. In general, the teacher was
patient with students. 2 2
24. The teacher acted as a resource person, working to support and enhance student investigations.
4 4
25. The metaphor “teacher as listener” was very characteristic of this classroom.
3 3
Total 60 58
Source: Compiled by researcher
Summary: Class Observation 1 –Teacher B
I observed the Grade 10 Life Sciences class. Only four learners were present. The lesson was in English. She spoke loud and clear and was a confident educator. She was the main source of knowledge for the learners. The teacher and learners used the prescribed textbook as another source of knowledge. Learners were welcomed friendly. The lesson started with an introduction on vascular plants.
She mentioned the grouping of plants according to the presence or absence of the following:
vascular tissue (xylem and phloem) true leaves and roots
seeds or spores fruit
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She brought examples to the class for the learners to observe and draw the relevant parts. She provided examples of each of the following:
bryophytes pteridophytes gymnosperms angiosperms
She encouraged discussion and the learners participated spontaneously. An informal setting of teaching and learning was created. There was a good
atmosphere created for learning and teaching. She encouraged “intelligent” questions to be asked and there was openness in other words learners had the freedom to ask questions. There was good discipline within the class, for the learners were focused and engaged in the lesson.
Summary: Class Observation 2 – Teacher B
The second observation was of the Grade 12 Life Sciences class. There were eight learners present. The teaching medium was in English. She had a positive attitude towards the learners. The lesson was on the subject of the reproductive system of humans focusing on genetics and heredity.
No formal lesson plans were present. After each lesson she will make the necessary notes. She uses a copy of her timetable to plan for the week ahead. She used the textbook to simplify the lesson and to aid the learners. The use of the teacher manual made sure all outcomes were going to be addressed for future lessons.
The learners were divided into groups to complete tasks and assignments for the rest of the term. She addresses learners’ individuality. Good personal relationships with the learners, she knows their strengths and weaknesses, for example knows who wants to study further at university. She allows the learners to read further and do research on their own.
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Summary: Classroom Observation 3 – Teacher B
The next observation was of the Grade 11 class. The lesson was on the immune
system. She started of the lesson with the following question, “What happens when you get sick?” The learners had to recall information and apply higher-order of thinking. She used the prescribed textbook. There were five learners in total present. Diverse gender and ethnicity were present in class.
There was the use of mind-mapping (concept-mapping) for grouping the following information together, namely, the blood cells, pathogens, macrophages, memory cells, lymphocytes.
Learners made notes while she was teaching. The use of previous knowledge of learners was prominent. They had to refer back to the skeleton (knowledge based on connections). She used of blackboard. Again an informal atmosphere of teaching was present. The teacher addressed learners who were absent-minded. She focused on terminology and definitions were connected with examples. She had a solid grasp of the subject matter inherent in the lesson. She read through the rest of the textbook using no transparencies. She gave homework at the end of the lesson.
Summary: Class Observation 4 – Teacher B
I observed the Grade 10 class. The lesson focused on scientific investigation and conducting experiments in various environments. The scientific investigation looked at transpiration in plants. There were four learners present (only female learners). The classroom is well suited for practical work. The lesson looked at succulents – plants – desert – respiration – structure of the leaf. She made use of the blackboard. The learners were very interactive. She encouraged feedback and interaction from the learners. The lesson also looked at how to work with statistics.
The learners had to make predictions. There was continuous questioning and they had to use previous knowledge of past experiments. She reminded them of their term
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project includes an individual practical task were the learner had to dissection a fish correctly and document/video tape the dissection.
Summary: Class Observation 5 – Teacher B
The lesson I observed was the Grade 10 class again. An experiment was conducted during the conducted lesson. Four stations were set up by the teacher (spacious classroom). Each learner had to conduct the experiment by themselves. The learners had 60 minutes (double period) to complete the learning task.
After they had finished they had to write up a hypothesis and answer related questions. The teacher, she walked from station to station marking the learners’ abilities and skills she has taught them over the years.
Table 4.2: RTOP – Results of Teacher B
III. LESSON DESIGN AND IMPLEMENTATION CLASSROOM OBSERVATION 1: SCORING CLASSROOM OBSERVATION 2: SCORING CLASSROOM OBSERVATION 3: SCORING CLASSROOM OBSERVATION 4: SCORING CLASSROOM OBSERVATION 5: SCORING 1. Instructional strategies and activities respected students’ prior knowledge and the preconceptions inherent therein. 3 3 3 4 3
2. The lesson was designed to engage students as members of a learning
83 3. In this lesson, student exploration preceded formal presentation. 2 3 3 4 2 4. This lesson encouraged students to seek and value alternative modes of investigation or of problem solving. 3 3 3 4 2
5. The focus and direction of the lesson was often determined by ideas originating with students. 2 2 2 4 2 IV. CONTENT Propositional Knowledge 6. The lesson involved fundamental concepts of the subject. 4 4 4 4 4 7. The lesson promoted strongly coherent conceptual understanding. 4 4 4 4 4
8. The teacher had a solid grasp of the subject matter content inherent in the lesson. 4 4 4 4 4 9. Elements of abstraction (i.e., symbolic representations, theory building) were encouraged 3 3 3 3 4
84 where it was important to do so. 10. Connections with other content disciplines and/ or real world phenomena were explored and valued. 1 2 1 3 4 Procedural Knowledge 11. Students used a variety of means (models, drawings, graphs, concrete materials, manipulatives, etc.) to represent phenomena. 3 3 3 3 4 12. Students made predictions, estimations and/or hypotheses and devised means for testing them. 2 2 2 3 4 13. Students were actively engaged in thought- provoking activity that often involved the critical assessment of procedures. 3 3 3 3 4 14. Students were reflective about their learning. 0 0 0 1 4 15. Intellectual rigour, constructive criticism, and the challenging of ideas were valued.
85 V. CLASSROOM CULTURE Communicative Indicators 16. Students were involved in the communication of their ideas to others using a variety of means and media. 2 2 2 2 4 17. The teacher’s questions triggered divergent modes of thinking. 3 3 3 3 3
18. There was a high proportion of student talk and a significant amount of it occurred between and among students. 2 2 2 1 0 19. Student questions and comments often determined the focus and direction of classroom discourse. 3 3 2 2 0 20. There was a climate of respect for what others had to say. 2 2 2 2 0 Student/ Teacher Relationships 21. Active participation of students was encouraged and valued. 3 3 3 3 4
86 22. Students were encouraged to generate conjectures, alternative solution strategies, and ways of interpreting evidence. 3 3 3 3 4 23. In general, the teacher was patient with students. 3 3 3 2 4
24. The teacher acted as a resource person, working to support and enhance student investigations. 4 4 4 4 4 25. The metaphor “teacher as listener” was very characteristic of this classroom.
3 3 3 2 0
Total 67 71 68 75 74
Source: Compiled by researcher
Summary: Class Observation 1 – Teacher C
She can be identified as an expert teacher with her number of years of experience. She uses a daily report to keep record of her lessons during the week. She has a formal teaching method. The lesson focused on plants – moss – meiosis, mitosis, diploid, haploid, sporophytes – plant reproduction, plant diversity, spores.
I observed the Grade 11 class. There were 35 learners present. She allowed time for the sketching of drawings to be completed, using a transparency. She waited for the learners to finish before she started with the lesson. She engaged with the learners by walking through the class. The classroom is spacious, interactive and has an inviting atmosphere. Equipment is readily available when needed. She was continuously asking
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questions and calling one by one of the learners to answer. She used the textbook minimal in the lesson, only reading from the textbook, referring to certain key words and descriptions, followed by explaining the main definitions.
After the lesson homework was assigned. Everyday homework is given. The teacher herself formulated the questions based on the lesson of the day. She has excellent knowledge. She addressed misconceptions immediately and added to the knowledge of learner by doing so. The teacher was the main source of knowledge for the learners.
Summary: Classroom Observation 2 – Teacher C
I observed the Grade 10 class, which had 26 learners present. The lesson was the life cycles of a plant species. She used concept-mapping dividing a diagram to show haploid and diploid through using a transparency and the blackboard. She encouraged the learners to make notes during lesson maybe some of the content is not in the textbook discussed or mentioned.
She explains how the content will be asked in tests or exams. Her teaching was clear and content specific. Again she had good interaction with learners. She allowed for interaction, feedback and questions from the learners, but the learners were very quiet. She used comparisons to explain the content.
The teacher asked the learners to close their eyes and see the image in front of them and try to see what she was going to explain. Teacher indicated that the learners needed to study this subject. She creates tables to divide the content. She gave
opportunities to learners to submit their work later by a week. If a learner has not taken the opportunity the learner would forfeit their mark. Learners were allowed to sit where they liked. The “smart” learners were addressed directly.
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Summary: Classroom Observation 3 – Teacher C
This was a well-planned lesson. The class was disciplined. Through the observation one can identify traditional methods of teaching. The learners had the opportunity to conduct an experiment, basically observing mould on bread (fungi). The learners had to conduct this activity at home, she was asking how the learners were doing, have they completed the task. When teaching, she was using scientific terms and made the learners aware of them. She referred to the learners’ prior knowledge.
Learners were involved in the lesson. She continued with sporophytes – moss.
Learners needed to go back to their prior knowledge. While reading from the textbook she would ask questions. She encouraged learners to do extra work, practicing for the exams.
She walked throughout the class. She talked continuously with the learners, when a misconception occurred she would immediately correct the learner until the learner understood. She spoke loudly and was energetic. She went through a sketch in detail, every component is named. She rewarded the learners when they answered correctly through positive reinforcement with a high five.
Table 4.3: RTOP – Results of Teacher C
III. LESSON DESIGN AND IMPLEMENTATION CLASSROOM OBSERVATION 1: SCORING CLASSROOM OBSERVATION 2: SCORING CLASSROOM OBSERVATION 3: SCORING 1. Instructional strategies and activities respected students’ prior knowledge and the preconceptions inherent therein.
3 3 3
2. The lesson was designed to engage students as members of a learning community.
89
3. In this lesson, student exploration preceded formal presentation.
2 3 3
4. This lesson encouraged students to seek and value alternative modes of investigation or of
problem solving
1 1 1
5. The focus and direction of the lesson was often determined by ideas originating with students.
2 1 1
IV. CONTENT Propositional Knowledge
6. The lesson involved fundamental concepts of the subject.
4 4 4
7. The lesson promoted strongly coherent conceptual understanding.
4 4 4
8. The teacher had a solid grasp of the subject matter content inherent in the lesson.
4 4 4
9. Elements of abstraction (i.e., symbolic
representations, theory building) were encouraged where it was important to do so.
2 2 2
10. Connections with other content disciplines and/ or real world phenomena were explored and valued.
0 0 1
Procedural Knowledge
11. Students used a variety of means (models, drawings, graphs, concrete materials, manipulatives, etc.) to represent phenomena. 3 3 3 12. Students made predictions, estimations and/or hypotheses and
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devised means for testing them.
13. Students were actively engaged in thought- provoking activity that often involved the critical assessment of
procedures.
2 2 2
14. Students were reflective
about their learning. 0 0 0
15. Intellectual rigour,
constructive criticism, and the challenging of ideas were valued.
1 1 1
V. CLASSROOM CULTURE
Communicative Indicators
16. Students were involved in the communication of their ideas to others using a variety of means and media.
1 1 1
17. The teacher’s questions triggered divergent modes of thinking.
1 1 1
18. There was a high
proportion of student talk and a significant amount of it occurred between and among students.
1 1 1
19. Student questions and comments often
determined the focus and direction of classroom discourse.
1 1 1
20. There was a climate of respect for what others had to say.
2 2 2
Student/ Teacher Relationships
21. Active participation of students was encouraged and valued. 2 2 2 22. Students were encouraged to generate conjectures, alternative 2 2 2
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solution strategies, and ways of interpreting evidence.
23. In general, the teacher
was patient with students. 2 2 2
24. The teacher acted as a resource person, working to support and enhance student investigations.
4 4 4
25. The metaphor “teacher as listener” was very
characteristic of this classroom.
3 3 3
Total 49 49 51
Source: Compiled by researcher
Summary: Classroom Observation 1 – Teacher D
It is her first year of teaching. She has a small classroom. A blackboard is present but no overhead projector. There were 25 learners present in this Grade 10 class. The classroom looks very bare, no posters, no models, no equipment. She has mentioned