Thanks Paul R. Yarnold....

Hello Divya,

The "Reformed Teaching Observation Protocol" is designed to help an observer systematically identify (in real time) aspects of classroom science teaching that are consistent with research-informed best practices.  It has been used in the USA physics education research community to examine university physics instruction, but is designed for use in a variety of settings.

-Andrew.

Detailed information can be found here:

http://www.public.asu.edu/~anton1/AssessArticles/Assessments/Chemistry%20Assessments/RTOP%20Reference%20Manual.pdf

Hello Divya,,

As asked the question seems to be difficultly answered, at least directly. Colleagues have mentioned some resources but, basically, a research instrument (might be observational grids; questionnaires; etc.) is epistemologically founded. Is there an instrument (questionnaire) to capture the pedagogical methods teachers use? Whatever instrument (questionnaire) used in a specific pedagogical (curricular)  context will depend on the epistemological beliefs or foundations of the conceptor, generally directly based on research premices. For instance, questionnaire and observation grids that we developped many years ago with à french canadien colleague, based on a frehch previous works (Marc Bru) and further Yves Lenoir's Models of educational intervention (MIE: Modèles d'intervention éducative) were heavily based on a constructivist conception on the foundations of pedagogical methods (or didactics in the french language tradition). I think that you'll first have to clarify your owm theoretical referents about pedagogy and pedagogical methods (for instance, in the 1980's works developed under behaviourist premices such as Models of teaching or Landa's Algorithmization in learning and instruction were detemining specific means of objectivation of the pedagogical methods observed in classrooms or surveyed by questionnaires. Theese would be biased under a socioconstructivist curriculum aiming in competences building instead of academic knowledge acquisition. I think that the best way to find the kind of instrument you are looking for would be 1) to clarify youn own epistemic foundations and then 2) do se literature review foncused on PhD thesis on the topic (pedagogical methods in actual contexts). Good luck, François

Hello there

I think that François Rose send you the adequate answer. Firs of all, what are your theoretical references? As a research with what research paradigm do you think that represents your believes?

You refer in your question the paedagogical practices, mas you must operacionalize that concept - what is your theoretical reference. Are you talking about a colaborative teaching-learning strategy, or about another type of strategy?

You have to clarify your concepts, and only after that you may go on your research.

As in any research study, the beginning is more difficult, but is fundamental so that you may choose the right way, and made a credible and valid study.

Good research.

Maria Joao Esparteiro

I have been using an observational tool called the COPUS ( Classroom Observation Protocol for Undergraduate STEM) which quantifies university classroom practices. It captures the range and frequency of teaching practices by identifying "what the instructor is doing" and "what the student is doing". It is a reliable and valid tool. The tool is useful for characterizing the general state of teaching practices and provide feedback to instructors who desired information about how they and their students were spending their class time. I have been using it in a SoTL research project on the Flipped Classroom.

Thanks Tammy Sherrow !

Is there any other tool which is survey based? COPUS is observation tool; and I need a instrument which can be shared with faculty members and they respond to that survey

You could use the COPUS tool categories to create your own survey instrument. However, if faculty are asked to provide information about how they are spending their classroom time this could be challenging as faculty often don't have a good appreciation of this. Once the COPUS observations are done in their classroom they are often surprised by the results and the amount of time they spend lecturing while the students listen. Hope that helps! 

Interesting Tammy... And what will be the validation criterion if the sample = the population ? Are there parameters suggested within the COPUS tool-box ? One of the major problems in education, and essentially in teachers'education in this kind of topic, is the low level of validity and fidelity of the instruments that are used, mainly very usefull but not very reliable "bricolages" that are poping up a bit outside of clear assumptions and theoretical foundations. If the "invented" instrument is to have something to do with rigourous documentation of Divya project, she would need a bit harder documentation of the outcomes of the project. Good luck, Francois.

Many thanks Professor François Larose ...

I understand your point...I was looking from socioconstructivist point of view..

where aim to build competencies... Learning centric approach...I will go through the literature and try to understand more ...

There are lots. one you could try is the Danielson framework. there is also the CLASS and EDC uses the SCOPE. there are many subject specific observation protocols as well.

Hello Divya. You should have indicated since the begining the epistemological stance of your research. Many shool systems in the western world (in particular, the french part of Belgium's one, ower's in Québec (Canada) and the french part of Switzerland 's one have adopted socioconstructivists (at least formally) curriculums and, consecuently, socioconstructivists teachers'education programs (or so called ones) in the universities. Since the reform "movement" has begun in the late 1990's, the epistemological foundation of theese programs have proressively shifted toward more "pragmatic" stances but the Belgium colleagues have done a lot on evaluation (of teaching/learnings within theese kind of curriculums and corresponding teachers education programs). It might be usefull for you to contact the European branch of the ADMÉE (http://www.admee.org/index.php), many of the colleagues working in english at the scientific level (beeing flemmish native speakers for instance). I do suggest that you contact them explaining clearly what you are looking for and there will most certainly be people within the association able to help or orient you toward solid research based stuff.

Sincerly, François.

I'm specialized in andragogy  model which consists of teaching strategies focused on adults. The process of engaging adult learners with the structure of learning 

Thanks Maria Joao Esparteiro, Tammy Sherrow  and Francois Larose  for valuable insights.... :)

Wilkomen like the german colleagues say...

Dear Divya Singhal 

Well, to my knowledge, I think there is no one single questionnaire in this regard. Which theory you prefer and what type of learning styles your students belong to?

Coyote Approach is fascinating; Socratic approach is another one which is student-centered

Ahmed

Associate Professor in TEFL

.   

There is the pedagogical patterns project  http://www.pedagogicalpatterns.org/

and there is tool called the pedagogical pattern collector

http://www.ld-grid.org/resources/tools/pedagogical-pattern-collector

Consider 360-degree, peer- and self-evaluation methods as well as peer coaching and mentoring and check out Trusting Teachers with school success--http://www.teacherpowered.org/trustingteachers

Thanks All

Berta Berriz's suggestion would be helpful if you do not want to go into the path of too many technical and scientific issues, this is just my own viewpoint.

Dear Divya,

I think that this title is very general ; If I were you, I would specify the teaching pedagogies: Teacher-centered or Student-centered or blended approach after which I could think of some items that will be helpful as a rubric , a questionnaire or any other statistical tools 

Indeed I asked a general question...

My institute philosophy is 'learning centric' ...it is not very clear but for sure it is not teacher-centric...

It is not clear to me what Peak E. Ong meant by a “path of too many technical and scientific issues” resulting from considering teachers’ perspectives on ways of capturing teachers’ pedagogical methods.  Certainly capturing teachers’ knowledge about their pedagogy will lend authenticity to your study. Perhaps Mr. Ong would clarify his specific concerns and suggest means for overcoming them, otherwise his comments contribute little to the inquiry.

There are specific check lists for teaching methods that can be both a reflective and a coaching tool. For example, there is such a check list for sheltered instructional methods (http://esol.leeschools.net/SIOP/pdf/SIOP%208.pdf). James Banks has a checklist for multicultural teaching. There is James H. Stronge Teacher Skills Checklist http://www.uni.edu/~eastk/017/qualefft.pdf. See Qualities of Effective Teachers, 2nd Edition by James H. Stronge (2007) ASCD. Today, some might point to test scores as a pathway to measuring teacher effectiveness. http://www.edutopia.org/blog/teacher-effectiveness-measuring-test-scores-elena-aguilar

Still, I would encourage you to delve deeper into the essence of teaching and learning before narrowing your focus. I had the privilege to study under George Spindler as I was designing my doctoral research. His work on the ethnography of schooling situates learning and teaching within the context of cultural transmission. Spindler, G. (1982) Doing the ethnography of schooling: Educational anthropology in action. New York: Holt Rinehart ad Winston.

Sonia Nieto (2015) captures teachers voices in her most recent book, Why We Teach Now. Nieto is a brilliant writer and her conclusion teases out threads that run through the heart of effective teaching.  The words “technical” and “scientific” point to a methodological debate between quantitative and qualitative research methods. There are specific approaches to triangulating qualitative and quantitative methods that that can effectively capture to this complex human endeavor of teaching and learning—see Morse, J.M. (1991); Myles, M. B. & M. Huberman (1994); Olsen, W. (2004). 

Excellent suggestion by Bertha. Coherent or not woth your research objectives (Divya), I was myself a finished fan of professor Spindler's works in the late 1970s early 1980s and regret a lot the subsequent backgrounding oth the education ethnographs. I think that theese works have to be known by the young generation of educational researchers. For what related to my ex prof. Micky Huberman, the cited work (Myles & Huberman) on qualitative data analysis is a classical and alos must be part of your library. As for research methods, why not getting accointed with Mixed methods [Tashakkori, A. & Teddlie, C. (2010). SAGE Handbook of Mixed Methods in Social & Behavioral Research. Newbury Park, Ca: Sage Publications. and, as of triangulation, http://mmr.sagepub.com/content/early/2015/02/14/1558689815570092.full.pdf+html

http://mmr.sagepub.com/content/6/2/89.full.pdf+html

Thanks Bertha...