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What is it? Classroom observation protocols support the collection and categorisation of observational data about what students are doing in relation to what their educator is doing, typically in large group settings.
A way to gather data by watching people, events, or noting physical characteristics in their natural setting.
In observation protocols, an observer witnesses classroom teaching or views a videotape of instruction.
Table of Contents Reformed Teaching Observation Protocol (RTOP) Teaching Dimensions Observation Protocol (TDOP) Classroom Observation Protocol for Undergraduate STEM (COPUS) Real-time Instructor Observation Protocol (RIOT) Student Participation Observation Protocol (SPOT)
Gather authentic quotes from students and teacher that reflect the teaching and learning being observed. Review the evidence collected in the classroom, as well as other related data, including student learning data, and prior observations. Plan praise for this teacher. Identify an area for professional growth.
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A doctor watching a patient after administering an injection. An astronomer looking at the night sky and recording data regarding the movement and brightness of the objects he sees. A zoologist watching lions in a den after prey is introduced to determine the swiftness of the animals' response.
There are several different approaches to observational research including naturalistic observation, participant observation, structured observation, case studies, and archival research.
In observation protocols, an observer witnesses classroom teaching or views a videotape of instruction.
Guidelines. A classroom protocol allows a faculty member to complete a single IRB application for an entire class research project in which all students are completing similar research. A classroom protocol may be used if the research involving human subjects is meant for classroom instruction and not for publication.
A protocol is a set of step-by-step guidelines\u2014usually in the form of a simple one- or two-page document\u2014that is used by educators to structure professional conversations or learning experiences to ensure that meeting, planning, or group-collaboration time is used efficiently, purposefully, and productively.

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