Video Observation

Notetaking Tool
Observers name Ellen DeWitt

Lesson observed Compound Words

Purpose: To provide a framework for reflection and collaborative conversations about teaching and learning.
Directions: Read over the guiding questions below. As you view the video, jot down notes about what you see
and hear. Note any examples or evidence to support answers to the questions.
Student Engagement/Classroom Involvement
1. How are students involved in the lesson?
What is the extent of student
involvement?

2. Were there opportunities for students to

ask questions? What kinds of questions
were they asking?
How did the teacher help students make
connections to what they were learning?

Notes
Chandler asked the students many questions
Students came up to the chart to write in their
own compound words themselves

Talked about things they used in the morning that

were compound words (toothbrush, toothpaste)
Students were welcome to ask questions

3. Describe the interaction in the classroom.

Student Learning
1. What evidence do you see that indicates
student learning?
2. Was the learning outcome explicitly
conveyed to the students?

Students were very active in this lesson. They

were up at the board filling in their own words
Chandler was not simply telling them compound
words; they were thinking of them on their own
and writing them
Notes
Most students were coming up with compound
words
They had never learned about compound words
before, so I was very impressed with their
learning
The learning outcome was conveyed to the
students

3. What evidence did you see that the

learning goals were achieved?
4. How did the teacher monitor student
progress?

Instruction
1. What is the teacher doing? (Facilitating,
lecturing, co-learning, etc.)
2. How was content/concepts presented to
students? Was there adequate
explanation of the concepts to ensure
student learning?

Students were actually thinking of compound

words (didnt see practice/assessment in video)
Teacher waited for assessment data to monitor
She helped them realize why some of the words
they were giving werent compound words

Teacher is lecturing, modeling, and letting

students participate in the actual teaching
Teaching was I do and we do
Content was presented in a way relatable to their
own lives
Yes, adequate explanation of the concepts

3. What kinds of questions did the teacher

ask?
What questions provided
opportunities for students to
explain, defend, compare,
evaluate?
Did the teacher wait for responses?
Probe for deeper understanding?

Asked if anyone already knew

Asked for compound word examples from
students
Teacher waited for responses, but perhaps had
too many students going at once and rushed

4. What tasks are students doing? Did the

students have the opportunity to practice
their new knowledge or skill? Did the
practice help support the learning
outcome?
5. How did the teacher manage the learning
environment? (Procedures, securing
attention, time on task, etc)

Students are coming up to the board writing their

own examples
They practiced while learning
Practice did help support the learning outcome
Procedures went well; students were on task, and
Chandler managed behavior well

Feedback
3-2-1

3 Affirmations based on the observations and evidences above

Great job using I do and we do in your teaching portion
I liked how you connected the lesson to their own lives in the beginning
(toothbrush, etc.)
I liked how you actually had the students physically write their own examples

2 Questions for Consideration

Perhaps read a story with compound words and see if students noticed them
Sometimes it seemed like you werent sure if the words given were actually
compound words or not; perhaps there is a rule for what is and what isnt a
compound word (you could give non-examples that might seem like a compound
word)

1 Recommendation
I would suggest slowing down when having the students come up and asking them
their compound words. I would have waited for one student to completely write
their word and sit back down before you called on the next student. That way, all
students could participate and hear each other.