Research has shown that there are a number of components that need to be present in order to produce skills that are transferred to the workplace.
- The theoretical basis or the rationale behind the practice or skill;
- A chance for observation and demonstration by persons who are relatively expert in the skill;
- The opportunity to practice the skill and receive feedback in how well the person performed the skill.
Observation in the Classroom
There are several ways that mentors can use observation to support you in learning and implementing skills and techniques. One way to use observation is for you to observe your mentor demonstrate a skill or technique. After the observation, you can then practice the skill as your mentor observes. Following the observation your mentor can then provide feedback.
Observation can take a variety of forms:
- Verbatim scripting of specific time periods of either the teacher or students - writing down exactly what was said. You can ask for a focus on specific interactions (e.g. statements which describe instruction, statements between students, etc).
- Direct recording of the actions that occur in the classroom (classroom instruction began three minutes after the student arrived, student took at requested materials, teacher began lesson with a review).
- Description of the environment (e.g. students were seated in a circle around the white board).
- A focused observation on an area that you select (e.g. behavior of specific students looking at factors which might have prompted certain responses, observing a conference with a parent).
Feedback
Feedback is essential to the learning process. Receiving accurate feedback causes several communication dynamics:
- Provides the learner a realistic estimate of their understanding.
- Increases the learners' confidence in their accuracy of understanding.
- Increases the trainer's confidence in how well he is getting the message across.
- Decreases the amount of time to master a skill.
