Appendix D

Towson University

Classroom Observation
Date: April 29th, 2015
Time: 11:20 12:40
Class
Grade: 3
Whole/small
Size: 25 +/Subject: English Language Arts.

Intern: Jennifer Schwartz

School: Vincent Farm Elementary School
Mentor: Patricia Wolfe

Observed

Planning
Lesson is aligned with appropriate content standard and indicator.
Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.
Lesson objective is worded in student terms.
Formative assessment is directly aligned with the objective.
Instructional materials are attractive and readily available.

In Progress

Not
Observed

NA

X
X
X
X
X
X

Comments:
Your lesson is aligned with appropriate content standard and indicator.
Out of the 90-minute lesson, student centered learning was evident for at least 50% of the time.

Context for Learning

Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

X
X

Comments:
Review
You asked the students to turn and talk and review the contributions of Lovell and Diaz. The students raised their hand a made comments.
You asked questions to extend their understanding. You also ask some to pick a friend out to help them explain further.
You asked how they were the same and how they were different. (compare and contrast)
You asked the students what an opinion is. Your own thoughts.

Motivation for Learning

Connections are made between students experiences and the new learning.
Strategies are used to promote excitement and stimulate thinking.
Positive reinforcement is used when appropriate.

X
X
X

Comments:
You used the promethean board, group work, movement and small groups to enhance motivation of the students.

Implementing the Lesson

An appropriate review/drill/warm-up/motivation is conducted.
Objective is posted, shared with students, discussed and clarified as needed.
Instructional activities are meaningful and relate to the objective.

X
X
X

Instructional activities are appropriately sequenced.

Instructional activities are varied to address different learning styles.
There is a balance between teacher-directed and student-centered learning experiences.
Students are actively engaged during instruction.
Teacher/student modeling sequence is appropriate to intended learning.
Expectations/standards for student work are clearly communicated.
Class begins and ends on time.
Pacing is appropriate and adjusted based on student feedback.
Transitions between activities are efficient and effective.
Levels of questions are varied and support the objective.
Content is accurate.
Instruction makes cross-curricular connections (as appropriate)
Instruction integrates the use of technology (as appropriate).

X
X
X
X
X
X
X
X
X
X
X
X
X
X

Homework assignment is appropriate.

Comments:
New Learning
You reviewed the objective and discussed it in kid friendly terms. Which person made the greater contribution.
You divided the class into 4 groups. They completed a poster indicating their person and topic. They shared their posters and opinions.
You detailed that what they said were effective contributions.
Your lesson was effectively scaffold and sequenced. Your pacing and transitions were flawless.

You transitioned into writing an opinion essay with supporting details.

You used the promethean board to model how to write an opinion narrative. You asked for examples of topic sentence, 3 supporting reasons,
(from their organizer) and whats included in our closing statement.
The class divided into their groups to start the essay.
Small group 5 students. You reviewed the objective again, what needs to be included.
You explained and asked the students for examples of a topic sentence. You shared examples of sentence starters.
The students independently wrote their topic sentences.

Observed

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions.
Informal assessment strategies are utilized throughout the lesson.
Instruction is adjusted based on informal assessments of student understanding.
Instructional modifications (interventions/enrichment) are provided and based on needs of
students.
Students practice new learning independently.
Formative assessment is completed during the class period.
Future instructional planning is based on formative data (Post observation discussion).

X
X
X
X
X
X
X

In Progress

Not
Observed

NA

Comments:
You used the promethean board for high interest motivation.
The group work was effective for peer interaction and peer support. The students were active, focused and on task the entire time.
You provided the small group sentence starters, organizer, and vocabulary in order to complete their narrative.
For the students that are struggling more, you elaborated on the organizer. You had started sentences for each part.

Summarizing the Lesson

Summary provides connections to past and/or future lessons.
Students demonstrate, reflect and evaluate attainment of the objective.

X
X

Comments:
You bought the students back to the carpet for a summary. You let them share their thoughts and reviewed the objective.

Classroom Management
X
X
X
X
X

Student behavior is managed effectively.

A positive and supportive atmosphere is maintained.
Classroom routines and procedures are evident.
Appropriate feedback and reinforcement are used consistently.
Instructional space, equipment, and materials are organized.
Comments:
If you can hear me clasp once, two times
Not a class issue because of the quality of the lesson and the high interest of the material.
You were firm with individual students to complete their work independently.

Professionalism
The intern uses correct English.
The intern demonstrates knowledge of instructional strategies.
The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.
All written materials are clear and legible.
The intern uses a clear voice, which is appropriately adjusted in volume and inflection.
The intern uses non-verbal communication effectively.
Comments:
Your rapport with the class is firm, nurturing, positive and caring.

X
X
X
X
X
X
X