EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1
Observation Date: March 11, 2016

Observation Time: One Hour Class Period

Teacher Observed: Mahmut Koca & a Student-Teacher

School Observed: HSA EULESS

Subject/Grade Level: Grade 9

Observer:_HIDAYET GOZETEN________________

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if
known)
The learning objective was on written on the board. Harmoniousness and the geometry of size.
The understudy utilizes apparatuses to decide estimations of geometric figures and stretches out
estimation ideas to discover edge, zone, and volume in issue circumstances. Understudies are
relied upon to determine, amplify, and utilize the Pythagorean Theorem.
2-How did the teacher begin and end the lesson?
The understudy instructor started the class by leaving the warm-up on the overhead projector.
After she gave the understudies 10 minutes to understand it, she went over it orderly and obliged
understudies to take an interest. After they explained the warm-up understudies are partitioned
into their stations and are required to do their work sheet. Right now, the educators go around to
assist the understudies. They are given around 15 minutes to finish one station task and after that
they move to the following station. When it's just about time for the period to end, the instructor
advises the understudies to clean the station they are in and to put their worksheets inside their
organizer and afterward the one educator gathers them. They about-face to their seats and sit
tight for the ringer to ring.
3-What did the teacher use for teaching materials or instructional aids/equipment?
The educator by utilizing his tablet and projector demonstrated a force guide slides toward the
understudy furthermore understudy utilized their own particular chrome books.
4-Which instructional methods and strategies did the teacher use? ( lecture, inquiry,
discovery learning, discussions, games or simulations, demonstrations, cooperative learning,
integration of technology, socrative questioning, etc)
Above all else, the instructor utilized question and answer strategy tremendous time of class
period. Additionally, he utilized exhibitions strategy as well while clarifying a portion of the
subtle elements..

5-How did the teacher assess learning? (informal, formal, formative, summative, oral, openended, quiz, feedback etc) See Chapter 8 for more information on assessment methods
Since the lesson was about the stations, they werent assessed. She did give them feedback on
students that had difficulties with the assignment. At the end of the class, there was no review
regarding the lesson or objective.

6- What can you say about the teachers philosophy/beliefs and style? (Traditional,
progressive, behaviorist, student-centered vs. teacher centered, authoritative etc)
The educator amid his addressing he solicited a considerable measure from open finished
inquiries to the understudies and he got criticism from understudies. I like the strategy that the
instructor utilized. By utilizing open finished inquiries he permitted understudies to share what is
at the forefront of their thoughts and can recognize classroom progress or the effect of
instructional changes that may not generally be said.
7-How does the teacher manage classroom? Can you identify classroom management
techniques used?
There were three diverse evaluation level, and these understudies were all secondary school
understudies. There weren't any train issue, so I didn't see any procedures that utilized as a part
of the class by educator. All understudies were prepared to learn, and they were all anticipating
listening to something from the educator.
8-Observe in the classroom setting and determine types of behavior students play when offtask. What do they do when they are not paying attention? How does the teacher re-direct
them or get them back on task?
The standard thing understudies do when off-undertaking, is chat with their neighbor about nonclassroom subject. Yet, in this class there wasn't a lot of that since there were four grown-ups
watching them. The educators would simply inquire as to whether they had any inquiries or they
required help.
9-How does the teacher communicate with students (verbal, vocal, meta-verbal or non-verbal
communication such as facial, body language, use of space, motion and time?)
The instructor was remaining amid the class period he strolled around and eyed contacts with
understudies.
10-Who were the students in the class? What did you notice about them? (Background,
diversity, attitude, motivation, interaction, participation, etc)

Class was a differing. Half of the class was customary understudies and the other half were
specialized curriculum understudies. They were spurred to take an interest and when they were in
gatherings they collaborated with each other by talking about the movement.
11-What did you see that is effective in engaging students? What do you see that is
ineffective in keeping students engaged?
Generally instructor did addressing and amid addressing, he asked open finished inquiries to the
understudies. By making inquiries, the instructor effectively made the understudies connect with
his lesson.
12-What are the two instructional strategies you observed and would like to apply in your
classroom?
Initial one is ringer work it looked like worm up by making inquiries toward the start of the class
he gets ready understudies to his article. Also, the second one is asking open finished inquiries
these inquiries kept understudies pay consideration on the reason and permitted them to impart
their thoughts to their colleagues.
13-What are two important classroom management strategies that you observed and would
like to apply in your classroom?
The instructor must have the capacity to watch all understudies at all times and to screen work
and conduct. The instructor ought to likewise have the capacity to see the entryway from his or
her work area. Oftentimes utilized regions of the room and activity paths ought to be
unhampered and effectively available. Understudies ought to have the capacity to see the
instructor and presentation region without undue turning or development. Generally utilized
classroom materials, e.g., books, participation cushions, nonattendance licenses, and understudy
reference materials ought to be promptly accessible.