Class Observation Charts - A'Villa
Class Observation Charts - A'Villa
1 ACCEPTS FEELING: accepts and clarifies the feeling tone of the students in a
non-threatening manner. Feelings may be positive or negative. Predicting or recalling
feelings are included.
INDIRECT
INFLUENCE
TEACHER
TALK
DIRECT
INFLUENCE
INDIRECT
TEACHER TALK
DIRECT
STUDENT TALK
12.
(Moskowitz 1971:213)
Appendix C
FOCI for Observing Communications
Used in Settings (FOCUS)
Five Characteristics of Communications in Settings
1. Who
communicates?
2. What is the
pedagogical purpose
of the communication?
communicated?
3. What mediums
are used to communicate
content?
5. What areas
of content are
areas of content?
to structure
linguistic
1attend
aural
teacher
visual
language
contextual
grammatical
litterary
21 differentiate
meaning
ideogram
22 evaluate
transcribed
written
mechanics of
writing
23 examine
24 illustrate
to solicit
individual
student
other
non-linguistic
aural
visual
1.
Who
2. What is the
3. What mediums
Sound
segemental
supra-seg
25 label
3 present
speech
production
31 call words
unclassified
32 change medium
life
33 question
4. How are the
5. What areas
communicates?
pedagogical purpose
of the communication?
communicated?
mediums used
to communicate
of content are
areas of content?
group of
students
to respond
real
34 state
formula
representationa
4 relate
imagination
schematic
41 explain
personal
symbolic
42 interpret
public
other
skills
5 re-present
social issues
para-linguistic
51 combine
procedure
aural
52 initiate
administration
visual
53 paraphrase
real
to react
54 sub &
teaching dir.
55 sub no change
symbolic
tchg. rationale
56 transform
class
other
subject matter
Messages**
1Source
teacher
t
2Pedagogical
Purpose**
Structuring moves
str prepare for
setting of tasks or
other activities.
Individual
students
s1 to sn
3Mediums
linguistic
aural
fillers, individual
letters, words,
syllables, etc. (Add
an s if the suprasegmentals are used
to communicate a
separate message as
in the lengthening of
vowels or rising
intonation in
repetitions, etc.)
assigned
group of
students
soliciting moves
sol
visual
g1 to gn
ideogram; $, #, etc.
transcribed: phonetic
writing of fillers,
intonation, stress,
words, sounds, etc.
written: printed
written individual
group of
4Uses
attend
not communicating
content listening,
silent reading,
tasting, feeling,
objects, etc.
characterize
communicating
about content or
things.
differentiate
indicating that
communications are
the same or
different.
evaluate
prescribing or
indicating comms.
are right or wrong or
true or false; ans.
yes/no & either/or
questions.
examine
counting or locating
parts of words,
emphasizing;
diagramming
sentences; infor.
about size or shape.
5Content
language systems
contextual:
collocation,
connotation, culture,
detail and main idea,
register, situation,
etc.
grammatical:
function words
sentence forms,
inflections, reduced
forms, word, order,
etc.
mechanics of writing
how to hold a pen,
making capitals,
punctuation,
spelling, etc.
sound:
segmental:
consonant clusters,
syllabification,
sounds, etc.
supra-segmental:
intonation, rhythm
stress, etc.
speech production:
your tongue should
be up; the voice box
vibrates, etc.
illustrate giving
attibutes of items,
making judgements
unclassified: many
that are not explicitly aspects of language.
students
gs1 to gsn
responding moves
res perform tasks
or answer
questions
letters, words,
commas, periods,
etc.
other
good or bad.
life
formula: genuine
greetings, leavetaking, etc.
Braille; drawing
letter or stress mark
on ones hand.
class
c
reacting moves
rea reflexive
communications that are not
re-quested.
informant
i
bearing moves
bea unconscious
communications such as
jiggling ones
keys; the environment or
situation one is in,
etc.
textbook
b
label
naming parts of
speech or group of
items.
non-linguistic.
aural bell, clapping,
humming, music,
noise, tapping, etc.
present
communicating
content itself
change medium
question state
relate
relating
communications
about content and
content itself
explain making
generalizations,
giving rules or
reasons; explicitly
relating, etc.
interpret
making inferences,
generating new
patterns, implicitly
relating, etc.
re-present
communicating
content another has
just communicated
in the same medium
with or without
change.
combining,
imitating,
paraphrasing,
substituting with
changes
substituting with-out
changes
imagination: what
would happen if?
etc.
personal: feelings,
information, etc.
public: general
knowledge about
persons, places,
things, aesthetics,
religion, etc.
skills: cooking,
studying, track,
typing, etc.
social issues:
population,
prejudice, etc.
procedure
administration :
calling roll, phoney
greetings; checking
questions do you
follow?; transition
OK, Uhm; query
repeating with rising
intonation, etc.
classroom social
behavior: discipline,
etc.
teaching directions:
setting tasks,
communicating
instructional
information, etc.
teaching rationale:
support for a method
or procedure, etc.
subject matter
school subjects:
biology, math, not
language, etc.
survival skills: how
transforming
to budget,
understanding a
lease, etc.
unspecified
visitor
v
other
clothing,
furniture,
temperature, etc.
para-linguistic
aural crying,
laughing, silence,
tone of voice,
volume, etc.
visual real, color,
faces, gazing,
gesture,
movement,
posture, etc.
symbolic: ges- for
summer, etc.
other
dance, distance,
touch, etc.
Medium
Use
Content
s1
t
s
res
rea
la
la
pv
t1
s1
t
s
t
s
t
sol
res
sol
res
sol
res
rua
la
la
la
la
la
pv*
nvlx2
la
la*
pa
la
la
pv
pv
s
t
sol
res
rea
rua
sol
l1
la
la
la
la
costumer, then at
Customs and finally on a
plane
pres:ques
pres:state
char:illustrat
e
relate:explain
la
life
life
life
life
procedure
pres:ques
t
s
sol
rua
sol
res
pres:state
pres:state
char:evaluate
pres:ques
pres:state
char:ques
relate:state
pres:ques
attend
procedure
life:formula
procedure*
procedure
procedure
procedure
procedure
procedure
char:evaluate
char:evaluate
procedure
life
pres:ques
char:examine
char:examine
pres:state
procedure
procedure
procedure
procedure
3Welcome aboard.
(passenger goes to seat)
This is the captain speaking. We
will be taking off soon right on
schedule. We will be flying at 35,000
feet. The weather is clear all the way
and the ceiling in the Chicago area is
high. Enjoy the flight.
(one passenger to another)
They all sound the same
Would you like a cocktail or a
soft drink?
(pointing to both on the cart)
A cocktail.
(Steward begins to fill glass with
ice)
Light on the ice though.
t1
s1
t
rua
str
str
la
pv
la
pres:state
pres:state
char:state
life:formula
procedure
procedure
life:formula
rea
la
life
sol
s
s
res
str
la
nvl
la
nvl
char:differentiate
pres:ques
pres:ques
char:evaluate
pres:state
rea
la
char:illustrat
e
life
life
life
procedure