Wesieyan ge : Field Experiences Observation Instrument (FEOT) — Eh 300 Mab (Bf Name Course / t Date Observation # Ms. Speir LB. Sectton ae Do. SheLal, Cooperating Feacher School Grade/Area Evaluator ([key: 1 = Emerging 2 = Developing 3 = Proficient 4 = Exemplary J a[273 fa) Observation Proficiencies TCor ‘7 | 1) Lesson planning, preparation and organization are evident. rab, 136 2) Materials are organized and distributed efficiently. T-Sa; 1-36 T-Sa; 1-5b, 13) Various and appropriate resources are utilized Tab Irab we “The purpose of the lesson is articulated (communicated to the students). 125 126 5) Sound knowledge of the content is evident. T-ta I-ta i 6) The lesson is designed to accommodate a variety of student abilities and learning ‘T-1b; Ii-4b; T-4c lb; U-4d; U-4e Ha al world” connections are addressed in the lesson. rib Ep Z| _| 8) Objectives are measurable and relevant. ib 7b ] 9) Students are given clear directions and demonstrate a readiness to complete the 1-46 1-45 assignments/assessments. bf sistance is provided to individuals or groups as needed. 1-2b 1-25 I Zz .) Adequate feedback and encouragement ere provided to the students. Ii-5¢; M-6a; W-6b;11-6¢ I-Se; 11-62; 1-6b;II-6e_ 12) Knowledge of the students’ background and performance are used to assist in ‘Ti-7a; W-7b; 1-7e ‘T-7a; Tl-7b; Iii-7c Geveloping activities and assessments. 13) Assessments are aligned to the lesson objectives. Hiya; Wir; He 14) Candidate closes lesson effectively (e9: Provides stodents an opportunity to sel | Il-Say T1I-€b; In-Se i 2ssess) 4 15) High academic egeciations are communicated t sudan Tie Te3a T 16) Students are treated fairly and equitably. U-6a; T1-6b; Il-6¢ Ti-6a; 11-6b; T-6¢_ 1 | 17) The classroom environment is supportive of learning. T-5a; 11-5); Ii-Se; 1-50; av4 '8) Transitions are effective T-5a; 1-Sb T-Sa; U-Sb 18) The candidate speaks and writes standard English dearly, corecty and distinctly. | T-3a 13a 720) fiffective classroom management skils are evident. 1-5e; U-5b, Ise Sa; iro; fs Student Signatlre Cooperating Teacher's Signature Evaluator’s Signature ‘Thank you!Observation: Megan Smith K. B, Sutton - Mrs. Speir - November 4, 2013 Focus of the Lesson: Text Features Note: [arrived a little late, So, Megan had begun the lesson. They are encouraged to do so. My Observations and Comments/Suggestions ¢ When I arrived, you were doing a K-W-L chart. ‘The students were giving their responses — completing the K part. They knew quite a bit. ‘ Then they did the part, Students were offering few responses. Note: When students don’t respond, you might want to model something you want to know more about, Having something in the W section will help as you complete the Z part, 4 You showed a book and the kids had to tell what part each one was. 4 Making a visual is always a good idea, Charts serve as Anchor Charts, something to which the students can refer as they are working, Note: Using various colors is helpful. Pay close attention to the colors of markers that you use. Light green does not work as well as some other colors. Also, write large cnough for the students to see from the back of the room. ‘Having the books marked with post-it notes beforehand is a great idea. + You continually asked the students questions throughout the lesson. Asking them questions keeps them engaged and allows you to continually assess the students. You complimented and supported the students as they responded You did a good job of allowing them to tell what they knew. that you kept using the language — text features Having a student to help with the materials is an effective use of time. Also, you continued talking and giving directions as the materials were passed out --- Good! + The students were given books to find specific text features. “You gave directions to individual students when necessary. You walked around and continually monitored students’ progress; cleared up any confusion after they had started, 4 Sometimes, you questioned individual students when they did not readily know the answers. “Then, students were encouraged to think of the answers themselves. + The students were given the second worksheet. 4 A few students experienced some difficulty with the second worksheet, You supported the students’ efforts well. You explained the directions to them, whenever necessary. © Note: Before going to the second worksheet, there should have been some kind of transition between activities. © Suggestion: Before going to the second activity, you might want to go over a few items that they completed on the first worksheet, © Afier going over a few of those items, you could have modeled one activity on the second worksheet.4 First closure (22); Are there any questions? ‘© Note: The closure should have been stronger. Students don’t always know whether they have questions, Also: They don’t always know what to ask. T © Suggestio -Pair-Share - Why not have the students share their findings with their group? Then, they can share with the class, + They tumed in the first sheet and placed the second sheet in their folders. ‘% Another Closure or Assessment (22): Students had to write down what they learned about fext features on post-it notes. Then, they placed their responses on the board. © The closure could have been strengthened by allowing the students to discuss what they earned, You could’ve reiterated what they were going to learn (as indicated in your objective). Additional Suggestions/Comments/Questions: ¥ How do you engage a student who is difficult to engage? Y You referred the students to the chart (Good!). It was a litle difficult for some of the students to see the information on the charts, Make sure you choose the colors carefully when writing on charts. Red and light green (and other light colors) don’t always work well, Black, Purple, Blue, Dark Green usually work well. Y You might want to write larger so that the information can be seen from a distance, Y Time should have been allotted to wrap things up (even if you had to stop after the students had. done at least one of the text features on the second sheet). Perhaps, cach group could’ve been given a different starting box. ‘That might have allowed the class enough time to discuss each item. ¥ The final closure could have been for you to lead the students in a discussion about how the text features will help them with their comprehension (which is the real reason for students to lean about text features). Final point: Overall, I think the lesson went well. You were very calm and supportive. A calm demeanor is just what a teacher needs. Some of the suggestions that | made above will happen with more experience.