Describe the way checklists and anecdotal records can be used to observe children's artistic behavior. Suggest two practical ways to implement these in the classroom and two ways you might share them with families
What will be an ideal response?
Checklists strategically placed around the children's environment can provide a convenient way to record behavior. Make a list of the children's names, and then hang it at the easels, by the blocks, near the listening center, and so on. Use Velcro to attach a pencil near each list. Develop a simple symbol for the behaviors being observed, such as the initial letters or a shape. Throughout the day, mark the lists with symbols to indicate that a child is in a particular area and what behavior is being observed. Done on a regular basis, these checklists will provide a better picture of the child's daily behavior and skill development than memory alone.
Anecdotal records provide an ongoing picture of the child's behavior at set times in specific settings. They can be made at the time of the observation or soon after the event. To be useful, the record should document the setting of the event, including the time, the children involved, and any other related information. Anecdotes should be objective, recording only observed behaviors and direct quotes of the children, not the teacher's opinion about the
reason for that behavior. Index cards labeled with each child's name can be carried around in a pocket for a ready way to record quick observations. Having the names on them means no child is missed. Some teachers are more comfortable using clipboards or notebooks with one page divided into sections for each child. Another method is to write on large, self-stick labels. They can then be peeled off and attached to the child's folder.
You might also like to view...
"Schools-within-a-school" for low achievers
a. help students develop physical skills. b. help students prepare for college entrance exams. c. provide vocational training. d. provide students with help in basic skills.
Students who enrolled in an introductory research course often find the task of selecting a research problem difficult because
a. one must select a problem when one's knowledge of the research process is limited. b. there is not a foundation of previous research in education upon which to build. c. experience and knowledge in one's area seem to have little relationship to the conduct of research in that area.there is a paucity of researchable problems for beginning researchers in education.
Designing successful critical thinking skills programs is difficult because
a. it is difficult to identify relevant skills b. it is difficult to sequence skill instruction c. they are very difficult to evaluate d. all of the above
________ occurs when students set very high standards for themselves but do not always achieve those standards.
Fill in the blank(s) with the appropriate word(s).