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Good Observation

The document discusses observation skills and how to improve them. It outlines four dimensions along which novices and experts differ in observation: 1) what they notice, 2) their expectations and preconceptions, 3) how they record observations, and 4) their disposition towards observation. It then provides guidance on recording more detailed and accurate qualitative observations using descriptive language and references. It also discusses improving observational drawing skills through practice and making drawings that are increasingly accurate and detailed.

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Yu Erin
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122 views2 pages

Good Observation

The document discusses observation skills and how to improve them. It outlines four dimensions along which novices and experts differ in observation: 1) what they notice, 2) their expectations and preconceptions, 3) how they record observations, and 4) their disposition towards observation. It then provides guidance on recording more detailed and accurate qualitative observations using descriptive language and references. It also discusses improving observational drawing skills through practice and making drawings that are increasingly accurate and detailed.

Uploaded by

Yu Erin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Good observation

The observation framework

The dimensions along which novices and experts were found to vary with regard to observation skills
were:
1. The types of things that were noticed.
2. The expectations and preconceptions (including misconceptions) the observer brought with them to
the task.
3. The ways in which observations were recorded or not recorded.
4. The dispositions of the observer towards observation and the phenomenon being observed.

Recording observations

1. Descriptions of qualitative observations using the six senses that is detailed and accurately (clear
and effective) written, communicated verbally or drawn.

Training
Guide them to make better more detailed descriptions.

How?
i. Look at or listen to students’ initial observations and then prompt them to elaborate.
Example 1
If a student is describing what he or she can see, they might describe the color of an object but
not its size or shape. A student might describe the volume of a sound but not its pitch or
rhythm. We can prompt students to add details to their descriptions no matter which of the five
senses they are using.
Example 2
If something is changing, students should include, before, during, and after appearances in
their observations.

Training
Guide them to make more accurate (clear and effective) description.

How?
i. Using referents, references to items that the other person is already familiar with.

Example
Sky blue, grass green, or lemon yellow to describe particular shades of blue, green, or
yellow.

ii. Avoid words that bring ambiguity or many possible interpretations like short, long and hot.
Add refrents if appropriate, use quantitatve observations or use comparisons if there is a
change like shorter, longer, hotter than

iii. If possible, students should be encouraged to name what is being observed.

2. Observational drawing skill


In this activity, students carefully observe an object then make an observational drawing.
By the end of this activity, students should be able to:
● deepen their observation skills through drawing that is more accurate and detailed.

First second
drawing drawing

Drawing progression
Like other skills, observational drawing improves with practice.

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