We utilized a pre - and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course
where improving observation skills was an explicit goal.
Not exact matches
We try to predict
where it will hit, which
improves as we take more and more
observations.
I conduct two formal
observations,
where we discuss what worked and
where teachers can
improve — but I also provide informal feedback and encouragement whenever I can.
«We know from
observation and experience that the ability to teach develops and grows more effectively in those who experiment with methods, techniques and equipment, since they accept the philosophy that «
where there is freedom to experiment there is hope to
improve».
Rayner et al. (2003) used the method of Kaplan et al. (1997) but with certain changes to the method to explicitly resolve the long - term trend and
improve small scale variability
where observations were plentiful.
You can not «
improve» a model to the point
where it is more accurate than the
observations you are testing it with.