Observational Activities

Solid thinking depends on careful observations. Critical thinkers gather data during observations, and they sift out the irrelevant details to focus on the meaningful information. They look for subtle differences or patterns in the details. They compare their observations to information that already exists to form new ideas or hypotheses. Participants can make observations when viewing role play scenarios, videos, photo series, and other activities.

You can help participants become better observers by setting expectations. Participants need to why they are to observe, what their role is as observers, and the specific information you want them to look for. They need to know what question they are expected to answer at the end of their observation. You can also ask participants to come up with their own questions about what they have seen. A graphic organizer or other structured note-taking form can help participants record their observations. Before you debrief the activity, it is a good idea to give participants time to reflect on their notes. You can ask them to reflect individually, with a partner, or in a small group before holding a whole group discussion.

Instructions

How to conduct an observational activity:

  1. Identify a learning outcome from the module or lesson.
  2. Obtain an appropriate video (or video clip) or develop a role play or other physical activity for observation that supports the learning outcome.
  3. Write one or more essential questions for participants to seek answers to or identify a hypothesis for them to gather data to test during their observation.
  4. Explain the purpose of the observational activity.
  5. Describe participants’ roles and responsibilities as observers.
  6. Share the essential question or hypothesis with participants.
  7. Distribute graphic organizer or note-taking outline.
  8. Encourage participants to formulate their own questions to be answered.
  9. Begin the role play/video/other activity. Set a time limit for the activity.
  10. At the end of the observational activity, provide 5 minutes for participants to review their notes with a partner or group.
  11. Conduct a whole group discussion to identify key details, patterns, or other observations to answer the essential question or support or refute the hypothesis.
  12. Ask volunteers to share their questions and use the class as a resource for the answers.

Example

For his NHI “Instructor Development Course” training presentation, “Local Road Safety,” Marvin Ta developed an observational activity to illustrate the impact of a community’s vision on its roadway design. Ta asked participants to share their observations on the road designs in two communities (figure 39 and figure 40). This activity was modified so that participants could use Cornell notes (figure 41) to record their observations and questions before sharing them in a group discussion.

Image from Local Road Safety presentation. Image shows street with wide sidewalks and tree boxes as a landscape buffer between a designate bike line. The bike lane is separated from traffic by white delineators and a row of parked cars. This road design shows that this community prioritizes walking and biking.

Source: Ta (2019).

Figure 39: Photo of Community #1’s road design in “Local Road Safety”
Image from Local Road Safety presentation. Image shows two lane road with double yellow lines. There are no sidewalks or other pedestrian/bicyclist facilities. The houses and telephone poles are very close to the edge of the road. This photo shows the priority on this road is to move cars from Point A to Point B as quickly as possible.

Source: Ta (2019).

Figure 40: Photo of Community #2’s road design in “Local Road Safety”
Cornell Notes Local Road Safety

Topic/Outcome:
Describe a community’s transportation vision based on its roadway design

Name: Participant A

Essential Question:

Based on evidence in the photos, what do you think are the community’s transportation priorities?

Questions:

Notes:

Why is the bike lane between the sidewalk and parked cars? Usually it’s on the roadway side of parked cars.

Community #1—bike lane, parked cars and white delineators create buffer from roadway. Wide sidewalk, tree boxes create additional landscape buffer for pedestrians

Why isn’t this design used more often?

 

How many pedestrian and bicyclist fatalities have happened on this road?

Community #2—lack of sidewalks, no shoulder or bike lanes, telephone pole right next to road, houses very close to the road, but the hydrant is set back

Summary:

Community #1’s road design shows that its transportation vision prioritizes walking and biking. Community #2’s road design shows that it prioritizes moving cars from Point A to Point B in the least amount of time. It has a car-centered vision.

Source: Ta (2019).

Figure 41: Cornell notes for observational activity in “Local Road Safety”

Instructor-Led Training

Create a script for a short skit that demonstrates effective reactions to a negative workplace situation. At least one day in advance, ask one or two participants to prepare to act out the skit with you. Before presenting the skit, explain the purpose of the activity and provide the participants in the audience with a note-taking sheet with questions like,

  • “What triggered the interaction?”
  • “How was it different than what you have observed in the past?”
  • “What physical behaviors did you observe?”
  • “What phrases or words seemed to be most effective?”
  • “What questions do you have about the situation, the behaviors, or the reactions?”

Debrief the activity by asking for volunteers to share their observations and questions.

Web Conference Training

If the task or skill is being performed by others at the same workplace, assign participants an on-the-job observational activity to be completed between web conferences. Set a time limit for the observation. Provide a list of questions to answer and behaviors to observe, and ask them to generate their own questions about what they see. During the next web conference, break the class into groups. Ask participants to type their observations (redacting names of observed employees) into their small group chat pod. Encourage participants to share their observations and questions. Then, reconvene the group and ask for volunteers to share salient observations and unanswered questions.