CLASSROOM OBSERVATION ASSIGNMENTEngL5630 Sp 06CLASSROOM OBSERVATION ASSIGNMENTOBSERVATION NOTES AND ANALYSIS DUE: March 6thDESCRIPTION:During the semester, you will be conducting at least one classroom observation. The purpose ofthis assignment is to provide you with an opportunity to a take brief hiatus from theories and their hypothetical applications in order to see pedagogical choices (and their effects) in action. Watching these live case studies can allow us to consider a variety of approaches to instructional situations with which we may later be confronted. PROCEDURE:The observation you will conduct consists of three stages: set up, data collection, and post-observational contact. The set-up stage requires that you contact the instructor in order to (a) set up the date and time for your observation, (b) discuss where you will sit, how you will be introduced, and, if you are not staying for the entire session, when you will be leaving, and (c) negotiate the extent of contact afterward. NOTE: Were this a formative exercise with a peer or supervising instructor, this discussion might also include more thorough discussion of the context: the students, the objectives for the day, concerns, and so forth.Data-collection refers to the type of narrative notes you will be taking during the course.We’ll be discussing a procedure for this in-class research at length on February 10th. Essentially, you will be trying to create as complete a written record of activity as you can. This will provide you (and the observed instructor) with fodder for formative discussion/reflection later.The extent of post-observational contact is negotiable. Each of the volunteering instructors has, or will have, been told that post-observational chats are appreciated but optional. This pre-observational contact would be a good time to work this out. Whetherthey are willing/able to chat afterward or not, they know that they will get a copy of the data you collect. NOTE: Were this a formative exercise with a peer or supervising instructor, this discussion would focus on the observed instructor’s aims and concerns. As this is a bit different, I would imagine that the discussion would focus on your specificquestions about the choices that were made.DELIVERABLES:On March 6th you will turn in a portion of your data (we’ll discuss what this means) and answersto the questions listed below. You are free to hand-draw the initial charts, and, when representing fractions of sentences, simply use ellipses. Abbreviations are also fine, but please provide a key. Occasional time markers (e.g.: “9:45 AM”) along the left hand margin are helpful.If you would like to annotate the transcript with specific comments (these might be your comments, or comments made post-class by the observed instructor) feel free to use the “insert comment” function.Please attach answers to the following questions to your transcript:1. To what extent were the apparent objectives for the class session achieved? Evidence?2. At what point in the session did students seem most and least engaged or motivated? Evidence? Hypothesis about why?3. Did you have the overall sense that writing instruction and “content” instruction were braided together or separate? Evidence?4. If you had an opportunity to sit down to discuss your data with the observed instructor, what of her/his comments struck you as particularly illuminating? 5. In thinking about this instructor’s approach to writing instruction, as evidenced in this oneclass session, what of the theories we have been reading seem represented? 6. In what ways does this instructor’s approach to writing instructor compare and contrast with yours?7. Other comments? (optional)Successful responses to this assignment will provide:- Thorough, non-evaluative transcript that creates a verbal/visual portrayal of the class session that is comprehensible to a reader who did not observe the class with you.- Thoughtful reflection and application of the theories and contextual elements we’ve beenarticulating in