Finding example anecdotal form samples can help teachers to gain perspective and think differently when working with students. There are so many different anecdotal notes templates out there that it can be overwhelming to choose which one works best for your class. Keep it simple when searching for templates and searching for a sample anecdotal record.
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Before diving into example anecdotal record samples, let’s first think about what is an anecdotal record. An anecdotal record is the recorded observation of a teacher when working with a student. Anecdotal records should be purely observational without judgements stating what a teacher sees the student doing. Anecdotal records typically include teaching points or next steps. Most anecdotal note templates have a designated place for these observations and next future teaching points.
This question may vary depending on who you talk to! When asking yourself is anecdotal evidence reliable, it is important to remember that anecdotal notes help teachers to make decisions that can change the individualized instruction of students. This is extremely powerful!
This first example of anecdotal evidence showed confusion which led to a targeted conference for reteaching vocabulary. The second example shows a more simple checklist to show understanding of letter identification. These anecdotal records drove the instruction that helped the students to make progress with understanding polygons and letter identification.
While anecdotal evidence is an important part of data collection, it should not be the only method used to collect data. Teachers should continue to use other forms of formative assessment and summative assessments to gather a clearer picture of student progress especially when presenting student information to parents or colleagues. Exit tickets, rubrics and self-reflections are all helpful for this purpose.
While there are many types of anecdotal forms, the way that teachers write anecdotal notes is a similar process. Below is the process that I use when writing anecdotal notes.
Decide the purpose for your observation. What did you teach in the lesson that you are looking for as students are working? Be specific.You want to be laser focused on a skill(s) rather than going in blindly after you teach. Use those precious moments to their maximum so that you can intervene and enrich effectively.
For example, if teaching a lesson on polygons, you may want to determine if students can tell you the characteristics of a polygon, identify polygons from a group, or create their own polygon. Whatever the focus, write it as a learning objective or learning target before the lesson. This is helpful to tell students before beginning their work time as well. example of anecdotal record objectives below.
Objectives may also be a teaching point from a previous observation. For example, if you are conferencing with a student during reading and notice they need support blending words, that will become your next teaching point. After teaching that skill, it may become your next objective during an observation so that you can ensure the skill has transferred and the student can blend independently. This is how you allow observations, teaching points and data to drive instruction. It is the constant teaching and assessing which shows all of the benefits of formative assessment. Asking yourself “Why am I observing this student” or “what I am looking for” will lead right into an objective.
Decide on an anecdotal note form that you would like to use while considering your purpose of the observation. Write down the objective at the top, then list the specific assignment or activity that you plan to observe. Record any details that would be helpful to understand about the assignment in the future. List specific students that you would like to observe. Add the date and secure it to your clipboard so you are ready when instruction begins.
These show different, prepared sample anecdotal notes templates.
As you begin to observe a student, first think about what the student is doing that demonstrates understanding of a skill. These are the student strengths. Be sure to think about the objective for that observation when looking for strengths, but it’s ok to write down other things you’re observing, too. Remember, an observation is just that. Try not to make judgements, just write down what you see the student doing.
Next, jot down areas of confusion or misunderstandings. Bullet points are helpful here! If you write too much, it will take too long to get to the next student. You want to keep things moving, so stay focused on your objective. The areas of confusion give you the next teaching points when analyzing the observation.
You will want time to write next steps for a student. You can analyze the notes during or after instruction to determine next steps. Jot down any teaching points and new understanding that you have after this observation so that you can make informed instructional decisions for each student. I like to do this in the moment if I can so that I have a clear picture of the student and don’t forget any important details.
After instruction, analyze all of the student notes to determine if groups or conferences are better choice for students that you worked with. Create a schedule for the next instructional opportunity that is available with these student needs. I love to carve out a 15-minute block in my day for enrichment/intervention. This time is dedicated to specific student needs outside of my regular instructional block. This is especially helpful with math concepts since the pace tends to move quickly and new skills are introduced.
Stay organized! Anecdotal notes can be used as data points to inform instruction. It might be more difficult to use notes that are misplaced or out of order for formative assessment purposes. Staying organized helps you to purposefully intervene and enrich, differentiate instruction, and meet every student need.
Data folders are one of my favorite ways to stay organized but it is important to find the way that works best for you.
Certain instructional purposes benefit from a different kind of anecdotal notes template. Running records follow a specific process and use a formula for coding errors and mistakes while listening to a student read. Marie Clay is the master behind running records! A running record is an important piece of formative assessment that is helpful for teachers to collect on a regular basis.
Another anecdotal form that I like to use is for book clubs. Book clubs are one of my favorite ways to teach reading while learning about students as readers, communicators and collaborators. Below is one of my favorite templates that I find helpful to use when observing during a book club. Grab these book club templates here!
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Don’t forget to download the free guide, First Steps towards Data Driven Instruction: Ideas for Formative Assessment Organization to help you stay organized as you become better with taking and analyzing anecdotal records.
