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Practicum Student Observation

Student: Shauna Segler School: River School Cooperating Teacher: Melissa Meck University Supervisor: Christina Yuknis Grade Level & Subject: 2nd grade math Date: 5/13/2013

Lesson Planning
Were objectives derived from broad goals and state standards? Did the objectives reflect higher level cognitive skills according to Bloom’s Taxonomy? Were objectives clear and concise? Did the planned activities move students toward meeting the objectives? Did the activities match the cognitive level of the students? Did the activities match the social level of the students? Were the objectives relevant and shared with the students? Did the teacher submit the lesson plan on time?

Y N Not Obs X x X X X X x X Y N Not Obs X X X X X X Y N Not Obs X X X X X

Comments No affective objective was listed, and from our previous discussion, affective areas are weak for this group. There should be at least one affective objective. It was an introductory lesson. It’s not clear in the plan what the four opportunities for meeting the objective are. However, in the observation, it became clear.

The objectives were relevant, but not shared.

Lesson Set-up
Was there a plan to transition students to the lesson? Was it effective? Was a warm-up used? Was it effective? Were behavioral expectations reviewed and relevant? Were the objectives posted? Was an agenda posted? Was it used? Was a motivating activity used? Was it effective?

Comments Students entered and settled on the rug quickly. Only Morning Message was done before breaking into groups. Not prior to the lesson. Just a broad daily schedule

Physical Set-up
Were the physical aspects of the classroom conducive to learning? Was there evidence of routines and procedures? Were materials ready and available? Did the teacher use instructional (or assistive) technology to support student learning?

Comments

Morning Meeting clearly has routines, as does snack.

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Lesson Delivery
Was the teacher’s preparation evident? Were instructions to students clear? Does the teacher use questions that promote higher order thinking skills? Does the teacher use adequate wait time when questioning? Were pacing and sequencing appropriate? Was the teacher aware of what was happening throughout the classroom? Did the teacher respond to students’ comments and questions appropriately? Were a variety of activities used (includes sensitivity to culture, learning styles, and diversity)? Were all students actively engaged? Did the teacher model enthusiasm for the subject? Did the teacher provide individual and specific feedback? Did the teacher assess and make adjustments to the lesson as needed? Did the teacher use a variety of assessment techniques to check for student learning?

Y N Not Obs X X

Comments

X

X X X X X X X X X

In the first group, when the students were evaluating sizes of real objects with the pre-measured liquids, they were just asked if they agreed. No one was asked to explain their thinking. In the second group, you started to do this toward the end. It was better than the previous observation, but you need to give kids time to think and answer. You didn’t linger too long on any activity.

This lesson started abstract and remained there. I might suggest allowing the students to do an investigation to “discover” these ratios instead of just telling them.

I appreciated your use of math or science vocabulary as it tied in with There were differences in how you approached the first and second groups. x
_x_Q&A __work sample __self-evaluation __portfolio __Other: __conference __performance __rubric __anecdotal record __running record __checklist _x_observation

Instructional Methods __ Activate Prior Knowledge __ Brainstorming __ Centers __ Cognitive Strategy Instruction __ Conferences __ Cooperative Learning __ Debate _x_ Discussion _x_ Demonstration (grp 2 only) __ Differentiated Instruction _x_ Direct Instruction or Lecture __ Experiential Learning __ Guided Discovery __ Guided Practice __ Graphic Organizer __ Hands-on or Lab

__ Independent Practice __ Instructional Games __ Interdisciplinary Teaching __ Jigsaw _x_ Mnemonics __ Modeling __ Multi-media Instruction __ Paper and pencil __ Peer Tutoring __ Programmed Instruction __ Question Generation __ Read Aloud __ Reciprocal Teaching __ Role Playing or Dramatic __ Scaffolding Instruction __ Sustained Silent Reading __Writer’s Workshop Gallaudet University Practicum I Page 2

Use of Language
Transitions: Was language used effectively to execute transition between activities? Clear Instruction: Were multi-step directions broken down into clear manageable instructions? Questioning: Were questions stated to match students’ developmental level? Comprehension: Did the teacher use verbal and nonverbal strategies to monitor student comprehension? Instructional Support: Were auditory (as appropriate), visual, and kinesthetic strategies used to support instruction? Verbal Rehearsal: Did the teacher frequently restate and elicit the objectives being taught? Was the teacher’s tone and rate of presenting (in English or ASL) appropriate for instruction?

Y N Not Obs X

Comments You tried to manage the whole group to small group transition, but since every kid did not have a group, that was challenging. When changing groups, your directions were very clear.

X x X More opportunities are needed for the kids to talk and share their thinking. Thumbs up and thumbs down was a good monitoring strategy. It just needs to be followed up with a Why? You did notice when students were only using height to make their guesses and addressed that appropriately. X X Y N Not Obs X X X X X X X X
__ Restructuring the class program _x_ Support from routine __ Removing seductive object(s) __ Antiseptic bounce __ Physical restraint __ Preventive planning __ Ripple effect __ Proactive cooperation _x_ Limited choices __ Surprise _x_ Direct and redirect __ Concrete reinforcers __ Positive redirection __ Group contingency __ Behavior contracts __ Teacher praise __ Self-monitoring __ Token economy __ Response cost Page 3

X

Classroom Management
Were the behavioral expectations for each activity shared with students? Were verbal and nonverbal cues used? Were affective skills taught as part of the lesson? Were a variety of techniques used? Did the teacher use descriptive praise? Did the teacher reinforce positive behaviors? Did the teacher respond to students’ comments and questions appropriately? Did the teacher appear comfortable interacting with all students?

Comments

Although there was no specific objective, you did teach affective skills.

You had some good techniques for handling off-topic conversations and interruptions.

Behavior Techniques __ Permitting behavior __ Tolerating behavior __ Interfering with behavior __ Planned ignoring __ Signal interference _x_ Proximity control __ Interest boosting __ Tension decontamination with humor __ Hurdle help

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Lesson Closure
Was a summarizing activity used? Was there a connection between past, present, and future lessons? Did the activity help students to solidify their learning from the lesson?

Y N Not Obs x x x Y N Not Obs X X X X X X

Comments

Dispositions
Was the teacher actively listening to students? Was the teacher resilient? Did the teacher show flexibility? Was the teacher’s demeanor consistent and appropriate? Did the teacher practice and promote positive social interactions? Did the teacher create an environment that was inclusive and safe? Did the teacher reflect upon lesson effectiveness to consider student progress on objectives and ways to improve? Did the teacher build professional relationships with colleagues (cooperating teacher, co-teacher, paraeducators, interpreters, etc…)? Did the teacher dress appropriately and professionally?

Comments

X

Your reflection demonstrated that you are making conscious choices in your planning and teaching, and when things do not go as planned you reflect on them. x

x

Recommendations for Next Lesson: 1. __Continue working on wait time. Maybe count to 3 before answering the question.______ 2. Ask students to do the “heavy lifting” in the lesson. You already know the stuff, so you don’t need to do all of the thinking. The kids need to think about what they are doing and why.___

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