EDL725 : The Class : Data Collection : Verbatim : Verbatim

Scripting is a written record of exactly what is said, verbatim, by teachers and students. Selective verbatim refers to specifics types of verbal events selected beforehand such as set and closure, giving directions, or using student ideas.



In the case of selective verbatim, not all verbal communication is recorded. This allows for the following:

1. A transcript on one area while screening out all others
2. A focus on one area while screening out all others
3. An objective, non-judgmental record
4. A simple and easy to use technique
5. A ready snapshot of a lesson

Focusing on questioning strategies, for example, we can look at the number of questions that a teacher asks, the kinds of questions (open-ended vs. closed ended), and the cognitive level of the questions (knowledge, comprehension, application, analysis, synthesis, or evaluation). Are the questions sequenced appropriately? Does the teacher rephrase or adapt questions according to the ability level of the student? How does the teacher respond to student questions? How does the teacher give directions?





Some teachers want to know how well they encourage students. Looking at their supporting statements of acceptance of student ideas, affirmative words of praise and encouragement, and the use of student ideas in the lesson can give concrete examples of when this occurs as well as when it is missing. You could also look at controlling statements, talk patterns, and even verbal ticks such as "uh huh" and "okay." Selective verbatim is easier for beginners because you don’t have to script everything that is said. For example, you could script just set and closure, or just directions for seat work.



As teachers we are busy thinking on our feet and making a lot of decisions. Because it is often difficult to recall exactly what was said during a lesson, most teachers who have been scripted have found it beneficial to have a record of the lesson. Some observers highlight the verbatim they wish to emphasize and always have a copy for the teacher. After all, there should nothing secretive about a script, no matter how bad it looks. Give a copy to the teacher and keep the original for your files.

Scripting is a lot like roller blading: it gets easier with time and experience. Several principals I know don’t miss a word while scripting an entire high school class period of fifty-five minutes. They use a kind of shorthand by leaving out connecting words (a, an, and the) and using nouns and verbs. In some words the vowels are eliminated so that the word "said" becomes "sd." They use quotation marks a lot for repeated phrases and squiggly lines for breaks in scripting. It is possible to use a laptop. In any event, go back to your desk and transcribe what you have recorded immediately after the observation or you will forget much of what went on and have trouble reconstructing the lesson in your mind and interpreting your marks and shorthand.

This script lends objectivity as well as credibility to the observer who has watched, heard, recorded, and reviewed the lesson. It is fine to script only teacher talk in the beginning, but as you become more proficient, it is important to script student talk also. It is the communication pattern between the students and the teacher that you and the teacher have identified as worthy of analysis that want.

To complete this Topic successfully, please complete the following activities in the order shown below:

TEXTBOOK READING: Read Chapters 5, 6, and 7

VIDEO: Selective Verbatim Video

Go on to Verbal Flow
or
Go back to Data Collection Techniques

E-mail Dr. Gloria Smith at gjs8@jan.ucc.nau.edu
or call (480) 854-7673

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