Towson University

Classroom Observation

Intern: Lauren Phillips Date: March 7, 2017

Time: 8am-8:45am
School: Kenwood High School Class
Grade: Size: 9
FALS
Mentor: Susan Wilken Subject: Reading/Life Skills

Planning Observe Not

N
d In Observ
Progres ed A
s
Lesson is aligned with appropriate content standard and indicator. X
Lesson is aligned with appropriate InTASC principle. X
Lesson objective identifies intended learning. Students will highlight X
supporting details in order to conclude the main idea of a text.

Lesson objective is worded in student terms. X

Reading objective: I will read and answer questions about Chapter 6 of
Where in the world is Joe Vance?
Life Skill objective: I will choose items to pack in a suitcase for a beach
vacation.

Formative assessment is directly aligned with the objective. X

Instructional materials are attractive and readily available. X
Comments: You designed a reading and life skill activity that supported the learning standards of using
information from the text to answer questions while trying to relate the information to their own personal
experiences. Both lessons met the developmental needs of the group. Each activity demonstrated your ability to
plan instruction based on knowledge of Standards and your students academic abilities.

Context for Learning

Students demonstrate adequate prior knowledge to be successful X
learners.

Grouping techniques are appropriate for intended learning. X

Comments: You provided reading work tools that supported the students completion of both learning goals.
From the word list with pictures, the cut-and-paste materials, individual copies of the story and highlighters to
mark important information, the students were able to demonstrate their knowledge of where Joe Vance traveled,
as well as, their knowledge of the different activities they might do on a beach vacation and what they would need
to pack for each activity.

Motivation for Learning

Connections are made between students experiences and the new X
learning.

Strategies are used to promote excitement and stimulate thinking. X

Positive reinforcement is used when appropriate. X
Comments: Through discussion, visual and hands-on materials, you provided students with strategies to stimulate
their thinking. A consistent sequence of lesson steps and probing questions enabled the students to make
connections between their own life experiences and the character in the story. Students were praised and
encouraged for speaking up and sharing their thoughts.

Implementing the Lesson

An appropriate review/drill/warm-up/motivation is conducted. X
Objective is posted, shared with students, discussed and clarified as X
needed.

Instructional activities are meaningful and relate to the objective. X

Instructional activities are appropriately sequenced. X
Instructional activities are varied to address different learning styles. X
There is a balance between teacher-directed and student-centered X
learning experiences.

Students are actively engaged during instruction. X

Teacher/student modeling sequence is appropriate to intended learning. X
Expectations/standards for student work are clearly communicated. X
Class begins and ends on time. X
Pacing is appropriate and adjusted based on student feedback. X
Transitions between activities are efficient and effective. X
Levels of questions are varied and support the objective. X
Content is accurate. X
Instruction makes cross-curricular connections (as appropriate) X
Instruction integrates the use of technology (as appropriate). X
Homework assignment is appropriate. X
Comments: You provided a clear explanation of each task. Throughout the activities, you probed and asked
questions to involve the students in making connections to the text and enrich their knowledge of the world. Their
intellectual disabilities, with goals in reading, writing and math, make learning a challenge for them, but students
worked with you and the instructional assistant to try to read and answer questions about the text, and complete
the beach vacation activity.
 Not
Observe
Assessing Student Learning/Differentiation Observe In d N
d Progress A

Student data (as available) is used to inform instructional decisions. X

Informal assessment strategies are utilized throughout the lesson. X
Instruction is adjusted based on informal assessments of student X
understanding.

Instructional modifications (interventions/enrichment) are provided and X

based on needs of students.

Students practice new learning independently. X

Formative assessment is completed during the class period. X
Future instructional planning is based on formative data (Post X
observation discussion).

Comments: Teacher observation during the reading activity, and the completion of the beach vacation
worksheet, will enable you to assess student learning.

Summarizing the Lesson

Summary provides connections to past and/or future lessons. X
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments: Students struggled with identifying details to conclude the main idea of the text, and with completing
the beach vacation worksheet. After 20 minutes, the first rotation ended so the students could have a break.
After the break, the students switched groups. The unfinished work will be completed tomorrow.

Even with the low reading ability of the group, the students were engaged and trying to do the work that you had
prepared for them. You were really trying to get them to stretch their thinking!
Classroom Management
Student behavior is managed effectively. X
A positive and supportive atmosphere is maintained. X
Classroom routines and procedures are evident. X
Appropriate feedback and reinforcement are used consistently. X
Instructional space, equipment, and materials are organized. X
Comments: From students just having difficulty with attending to instruction, to one student having a difficult day
following instructions, you and your instructional assistant did an outstanding job managing student behavior. No
behaviors escalated, or interfered with the instructional period, so the lesson flow was not interrupted.

Professionalism
The intern uses correct English. X
The intern demonstrates knowledge of instructional strategies. X
The intern appears sensitive to individual needs and differences. X
The intern uses AV materials and technology appropriately. X
All written materials are clear and legible. X
The intern uses a clear voice, which is appropriately adjusted in volume X
and inflection.

The intern uses non-verbal communication effectively. X

Comments:

It is so clear to anyone visiting your classroom that you and your instructional assistant care for these young
adults. You have created a classroom environment that shows warmth and love, but also one of high
expectations. These students are very lucky to have you both supporting them as they continue their educational
road towards earning a high school certificate.