Study of Digital Learning Resources for Instructional English Learner Students

Task Order 27
Study of Digital Learning Resources for
Instructing English Learner Students
Task 4.4 (Part 17) Case Study — Classroom Observation Protocol

July 11, 2016

Submitted to:
U.S. Department of Education
Office of Planning, Evaluation and Policy Development

Submitted by:
Westat
1600 Research Boulevard
Rockville, Maryland 20850-3129
(301) 251-1500

Study of Digital Learning Resources for
Instructing English Learner Students
Task 4.4 (Part 17) Case Study — Classroom Observation Protocol

Prepared by:
Philip Vahey
Daniela Torre
Kaily Yee
Savitha Moorthy
Kea Vogt
SRI International
Annette Zehler
Eva Chen
Jennifer Flynn
Karin Katterfeld
Adrienne von Glatz
Westat
Yesim Yilmazel-Sahin
OneWorld Linguistic Consulting, LLC

Study of Digital Learning Resources for Instructing English Learner Students

Classroom Observation Protocol
Instructions for Observers
 Please observe for one full class period or a content block in elementary school or for one hour if classes are
longer than an hour.
 Ask the teacher to recommend up to four focal students to observe. Teachers will be told to base this
recommendation on students who are considered typical EL students for this school. Use your observations
of focal students to complete item 3 (student actions using DLRs and teacher actions supporting students’
use of DLRs) and item 4.2. Highlight the focal students in your narrative summary of the lesson (item 5).
 Complete this form based on the behaviors and events that you actually see in the classroom, rather than
including what students might have done previously or what you think the teacher is trying to do.

Background
Observer(s):
Observation date: DD /MM /YYYY

Observation start time:

Length of observation (minutes): __ __ __

Observation end time:

School name:

District:

Teacher ID:
Number of students:

Number of EL students:

Grade level:
Subject: (Mark all that apply.)
 a. Mathematics
 b. English language arts/reading
 c. Science
 d. Social studies, history, government
 e. English language development (ELD)
 e. Interdisciplinary (describe):
 f. Other (describe):
Teacher’s stated instructional goals/learning objectives, and reasons for DLR choices and uses:
(If possible, ask the teacher about the lesson goals before class begins. If that is not possible, write down any
goals that are stated or posted in the class.) RQ 3 (3.1)

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1. Technology Resources
Note the technology resources that were (1) present in the room, and (2) used by teachers or students for classrelated activities during the observation period. Record any relevant notes, such as how the technology was used,
in (3). RQ 2 (2.1, 2.3)

a.

Computers
(e.g., desktop, laptop,
tablet, etc.)

b.

Technology peripherals
(e.g., printer, projector)

c.

Internet tools & resources
(e.g., emails, list serves,
discussion boards)

d.

Other hardware or
infrastructure
(e.g., mobile phones,
probes, digital camera)

e.

Digital Academic Content
Tools

f.

Digital Academic Content
Tools

g.

Digital Communication
Tools

h.

Integrated DLR set

(1) Present in
room?

(2) Used during class?

(3) Notes about the technology
used

 Yes
 No
 Unsure
 Yes
 No
 Unsure
 Yes
 No
 Unsure
 Yes
 No
 Unsure
 Yes
 No
 Unsure
 Yes
 No
 Unsure
 Yes
 No
 Unsure
 Yes
 No
 Unsure

 Yes, by teacher
 Yes, by students
 No
 Yes, by teacher
 Yes, by students
 No
 Yes, by teacher
 Yes, by students
 No
 Yes, by teacher
 Yes, by students
 No
 Yes, by teacher
 Yes, by students
 No
 Yes, by teacher
 Yes, by students
 No
 Yes, by teacher
 Yes, by students
 No
 Yes, by teacher
 Yes, by students
 No

Include number of computers
used, stand-alone or networked.
Note whether this is a 1-1
classroom.

2





Where did the observed lesson take place?

 a.

In the regular classroom

 b.

In a computer lab

 b.

In a pullout classroom or resource room

 c.

Other (Please describe):

Classroom setup/arrangement of student seats and desks: (Mark all that apply.) RQ 3 (3.3)

 a.

Students are seated individually, in rows

 b.

Students are sitting at tables, facing forward

 c.

Students are sitting in groups, facing each other

 d.

Other (Please describe):

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2. Teacher and Student Actions
2.1. Activity structure (Mark all that apply, and below note the dominant activity on which the most students spent
the most time during the observation.) RQ 3 (3.3)

 a.

Whole-class, teacher-led activity: the teacher or another adult directed a whole-class
activity, gave a lecture, etc.

 b.

Whole-class, student-led activity: students directed a whole-class activity, facilitated a
discussion, etc.

 c.

Small group or pair activity: students worked together in groups or pairs.

 d.

Individual activity: students completed a worksheet, worked on a problem, read, worked
individually on computers, etc.

 e.

Other (describe):

Dominant Activity Structure: __________ (Insert letter code from above)
2.2. Teacher roles/actions (Mark all that apply and pick the dominant role in which the teacher spent the most
time during the observation.) RQ 3 (3.1)

 a.

The teacher presented information: the teacher gave instructions, lectured, reviewed
assignments or tests, demonstrated how to do something, or otherwise gave
information. The teacher did most of the talking, although he or she may have asked
some factual-recall questions.

 b.

The teacher monitored student progress and behavior: the teacher moved around the
room, answered procedural questions, gave encouragement, and/or ensured that
students were on task.

 c.

The teacher participated in a student-led activity: the teacher acted as a participant in a
discussion or activity that was mainly led by students.

 d.

Other (describe):

Dominant Teacher Role/Action: __________ (Insert letter code from above)

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3. Use of Digital Learning Resources (DLRs) RQ 3 (3.1, 3.2, 3.3, 3.4)
For each DLR used in this lesson, please complete one row in the following table.
Name of the DLR
Knowledge and skills
DLR learning activity
addressed by the DLR
structure

Student actions
What were EL students doing
while using the DLR?

Teacher actions
How was the teacher supporting EL
students’ use of the DLR?

 Individual
 Pairs
 Small groups
 Whole class
 Individual
 Pairs
 Small groups
 Whole class
 Individual
 Pairs
 Small groups
 Whole class
 Individual
 Pairs
 Small groups
 Whole class

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4. Use of Digital Learning Resources
4.1 For what purpose(s) did the teacher use Digital Learning Resources? (Mark all that apply.) RQ 3 (3.1, 3.2)
The teacher used DLRs to…

With all students,
including ELs

With ELs, in
particular

a.

Present new concepts or skills to students in language
domains (reading, writing, listening, speaking)





b.

Present new concepts or skills to students in academic
content areas





c.

Present students with a problem-solving activity





d.

Demonstrate academic content or concepts (e.g., using
3-D simulations or dynamic representations)





e.

Demonstrate how students could model phenomena
(e.g., convert their understandings to a computer model
for testing and iteration)





f.

Ask students to create a product using multimedia design
(e.g., video, poster) to demonstrate learning





g.

Ask students to write an essay or a report





h.

Communicate with others outside of the classroom
(e.g., email, blogs, video chat, text)





i.

Collaborate with others inside or outside the classroom
(e.g., collaborative workspaces, wikis, etc.)





j.

Involve students in assessment activities





k.

Adapt or differentiate activities based on students’ needs





l.

Track students’ progress in completing an activity
(e.g., using an integrated learning system)









Communicate or exchange resources with students
(e.g., distributing assignments or resources electronically,
collecting homework, or using a content management
system)





o.

Track individual student performance on standards or skills





p.

Conduct classroom administration (e.g., grading,
attendance)





q.

Other (Describe):





m. Demonstrate how students will use technology
n.

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4.2 For what purpose(s) did the students use Digital Learning Resources? (Mark all that apply.) RQ 3 (3.1,3.2)
Students used DLRs to…

All students,
including ELs

ELs, in particular

a. Learn new concepts or skills in language domains
(reading, writing, listening, speaking)





b. Learn new concepts or skills in academic content areas





Practice skills and procedures in language domains





d. Practice skills and procedures in academic content
areas





e. Work on a problem-solving activity





c.

f.

Gather qualitative data (e.g., document observations)
or quantitative data (e.g., take measurements using
probes)





g.

Analyze or synthesize data or information (e.g., using a
data visualization tool to identify a pattern or trend)









h. Write or edit stories/reports/essays using word
processing
i.

Take notes





j.

Create presentations





k.

Create multimedia products (e.g., videos)





l.

Find information on the Internet





m. Communicate with others outside of the classroom
(e.g., email, blogs, video chat, text)





n. Collaborate with others inside or outside the
classroom (e.g., collaborative workspaces, wikis, etc.)





o. Complete assessment activities





p. Turn in homework assignments or other class work





q. Other (Please describe):





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5. Lesson Summary
Please provide a brief (~2 paragraphs) summary of the lesson. In this summary, describe how the teacher used
DLRs with the focal EL students you observed and, if possible, the extent to which this was different from how
the teacher used DLRs with the class in general. Please also describe how or if the teacher used DLRs to
differentiate instruction for students, used more than one DLR, and combined DLRs and non-digital learning
experiences to address specific knowledge or skills. RQ 3 (3.1, 3.2, 3.3, 3.4)

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