This tool was created to help an observer better track student behavior and student/teacher interaction in a classroom setting. The tracking of student behavior is needed to address the problem of lack of independence in students. The COSI protocol helps track student behavior by allowing the observer to empirically record how students respond to needing extra help with a problem, or needing more information. With the support of this tool, data and trends regarding classroom culture can be more easily identified and the effects of an intervention can be measured.
COSI was designed to be easy to use in real time with basic instruction on its use and designed with clear definitions so multiple observers should have reasonable consensus on the data recorded. This work is not complete, as some of the definitions still need some refinement, but COSI is developed enough to be viable as place to start a conversation about someone’s classroom. It is also adjustable so observers can use it to reflect other ways in which learning takes place in the classroom. Though not designed to be an intervention by itself, it could be used to support interventions focused on the interactions between the instructor and the students.
Comparing the electronic to the paper form lead the counterintuitive conclusion that the paper form was easier to use. The ability to code after the event gave the observers more time to observe, think, evaluate, and adjust their conclusions. This means that the paper form may solve our initial problem with coding DoK levels. The primary problem with coding DoK levels was the time needed to make a decision. Using a paper form to code after the event has completed may make it possible to evaluate of the depth of the content in addition to the students’ independence. This is an area to explore as we continue to refine the protocol.
