kidwatching

Welcome back from Thanksgiving break! I hope you all had a lovely chance to recharge with family and friends and are ready to power through the next three weeks before winter break! 

I was in an elementary classroom last week and in observing the teacher, I noted what a masterful kidwatcher he was. Kidwatching (Owocki & Goodman, 2002) has several key components:. (1) it involves noticing and taking note of what students know and can do, (2), it is the attempt to understand students' ways of constructing and expressing knowledge, and (3), it is the use of this data to inform instruction and assessment. We all know that students can be more or less successful in certain contexts, and understanding these contexts can help teachers plan for the most effective instruction for students.

In a classroom with an expert kidwatching teacher, you would see teachers interacting meaningfully with students in small groups and as individuals, taking notes on what s/he learns. They might have a note-taking form for whole class observation, such as the one below. The teacher would note students' academic work and social interactions throughout the day.

Angel	Billy	Caroline	Deandre	Edith
Francisco	Gao-Jer	Julio	Manuel	Michael
Nancy	Olivia	Paul	Prescott	Riley
Sam	Sydney	Toua	Ty’Ree	Will

Teachers might also take notes on individual students, especially those that are in need of intervention instruction in a particular area. Teachers would note what they observe students doing in their individual work, in small group settings, and in whole-class activities. This information can be used to determine the best form of instruction for students, and give the teacher (and student) a better understanding of what the student knows and can do. Some of the questions a teacher might ask him/herself and take notes on could include:

1. In which settings does the student appear comfortable?
2. In which contexts does the student choose to work independently?
3. With whom does the student prefer to work?
4. Which activities does the student initiate?
5. When does the student seem confused?
6. In which settings does the student need additional support?
7. What work is being attempted and/or completed by the student?

Answering these questions can help plan future instruction and inform parents about progress. These are general questions, but can be adapted to be more content-focused, depending on what you teach and/or what area you might be concerned about with a certain student or students.

If you aren't already, become a kidwatcher - you'll be impressed with what you learn!

Owocki, G. & Goodman, Y. (2002). Kidwatching: Documenting children's literacy development. Portsmouth, NH: Heinemann. [I highly recommend this book, especially for the forms in the back for kidwatching in literacy development]