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EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY ONE


Candidate: ________O. Simone Rascoe___
Cooperating Teacher:___Ms. S.
Foster_____________________
Date: __8/31/15____ Content Area: __Math____ Lesson Topic: ______Matrices and
Exponents_________
DOMAIN 2: INSTRUCTION
APS 4: ESTABLISHING AND MAINTAINING HIGH EXPECTATION FOR LEARNERS
An effective teacher establishes, clearly communicates and maintains appropriate expectations for
student learning, participation and responsibility.
A. What did the teacher expect the students to learn from the lesson? How did the teacher convey
the purpose and relevance of the lesson to the students? In what ways did the students
demonstrate that they understood what the teacher expected for them to learn?
The teacher expected the students to learn how to solve matrices and find the determinants using the
graphing calculator. She also expected her Algebra I class to be able to determine what law of exponents
to use when given a problem and be able to simplify expressions with ease. The teacher conveyed the
purpose and relevance of the lesson to the students by writing the agenda on the agenda board in the
classroom. The students demonstrated that they understood what the teacher expected to learn by
completing the independent practice.

B.

What did the teacher expect the students to do during and after the lesson? How did the teacher
convey expectations for student participation and for accomplishing related assignments and
tasks? In what ways did the students demonstrate that they understood what the teacher expected
them to do?
The teacher expected the students to participate and do their assigned problems during the lesson. She
also expected the students to complete a worksheet during the 90 min block. She conveyed these
expectations by telling the students and trying to keep them on task. She also conveyed this expectation
by telling the students that each assignment will be graded. The homework that was given expected to be
completed for tomorrow; however, the school does not allow the homework to be taken for a grade. This
makes the students not work as hard on homework. Only three students completed their homework for
the class.

C.

How did the teacher help the students take ownership of the learning (e.g., by making the learning
relevant to the students, using scaffolding, providing opportunities for students to engage in selfassessment and reflection, teaching compensatory strategies when necessary)?
The teacher helped the students take ownership of the learning by making them accountable for the
assignment. She also did this by having their students find their own mistakes when practicing their
problems.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY TWO


Candidate: ________O. Simone Rascoe___
Cooperating Teacher:___Ms. S.
Foster_____________________
Date: __9/1/15____ Content Area: __Math____ Lesson Topic: ______Matrices and
Exponents_________
APS 5: USING INSTRUCTIONAL STRATEGIES TO FACILITATE LEARNING
An effective teacher promotes student learning through the effective use of appropriate instructional
strategies.
A. What was the content of the lesson?
The content of the lesson was learning about matrices and learning the law of exponents.

B. What instructional strategies did the teacher use during the lesson?
The teacher did a Do Now activity. The Do Now was solving a problem. The teacher
also led the class in an interactive lesson on the smart board. Another instructional
strategy the teacher used was requiring the students to create a foldable in the class
containing the law of exponents.

C.

In what ways did the teacher vary the instructional strategies during the lesson, and why?
The teacher varied instructional strategies by using the smart board sometimes and using the white
board other times. She also allowed the students to get out their own white boards and answer the
given problems on their dry erase boards. This was a great strategy because she gave the students
time to answer the problems on their own and then show her their answers by holding up the
board. This was great because it required everyone to participate and stay engaged in the lesson.

D.

What evidence suggests that the instructional strategies were or were not- effective in terms of
promoting student learning and success?
There was some evidence that the instructional strategies were not effective when some students
would lay their head down and sleep; however, by using the whole boards, the students stayed
awake and participated.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY THREE


Candidate: ________O. Simone Rascoe___
Cooperating Teacher:___Ms. S.
Foster_____________________
Date: __9/2/15____ Content Area: __Math____ Lesson Topic: ______Matrices and
Exponents_________
APS 6: PROVIDING CONTENT FOR LEARNERS
An effective teacher possesses a thorough knowledge and understanding of the discipline so that he or
she is able to provide the appropriate content for the learner.
A.

What evidence suggests that the teacher did-or did not- have a thorough knowledge and
understanding of the content? If content errors were made, did the teacher recognize and correct
them?
There really wasnt any evidence that the teacher did or did not have thorough knowledge and
understanding of the content. Any errors that the teacher made were simple ones such as calling
exponents variables and vice versa.

B.

What was the content of the lesson, and how did the content relate to the learners and their
learning?
The lesson was a group project by creating a booklet containing problems dealing with the laws of
exponents. This related to the learners and their learning by creating a hands-on activity where they could
test their knowledge. It also created a sense of accountability because of the group project aspect. The
students received one grade, so they had to make sure that everybody did their part.

C.

How did the teacher organize and present the content in order to make it clear and meaningful to
the students and to promote higher levels of knowledge, skills and/or cognitive processing?
The teacher present content to make things clear by lead them through a group project. This allowed time
for one on one interaction and group work. Students began to help one another and the teacher was able
to go around and help those that were struggling. This made the lesson meaningful because the students
had no choice by to complete their eight problems for the Law of Exponent book. If they didnt complete
it, they would let their group down.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY FOUR


Candidate: ________O. Simone Rascoe___
Cooperating Teacher:___Ms. S.
Foster_____________________
Date: __9/3/15____ Content Area: __Math____ Lesson Topic: _____Polynomials and
Exponents_________
APS 7: MONITORING, ASSESSING AND ENHANCING LEARNING
An effective teacher maintains a constant awareness of student performance throughout the lesson in
order to guide instruction and provide appropriate feedback.
A. What was the content of the lesson?
The content of the lesson was Adding and Subtracting Polynomials and Laws of Exponents.

B.

How did the teacher monitor student engagement, understanding and performance during the
lesson?
The teacher did a Do Now at the beginning of class. She also did guided practice with example problems

and independent practice after.

C.

What adjustments, if any, did the teacher make during the lesson, and why?
She made an adjustment in the class by re-teaching once she realized the students were getting
somewhat confused. She also created a worksheet that helped them determine what law of
exponent to use, when to use it, and what operation to use.

D.

What types of instructional feedback did the teacher provide to the students, and how effective
was the feedback in terms of enhancing student learning?
The instructional feedback that the teacher provided was during the guided practice. She encouraged the
students to think before answering and went over multiple problems with the students until they felt
comfortable doing their own independent practice.

EDUC 450

SCHOOL OF EDUCATION

CLAFLIN UNIVERSITY

OBSERVATION FIELD NOTES FORM DAY FIVE


Candidate: ________O. Simone Rascoe___
Cooperating Teacher:___Ms. S.
Foster_____________________
Date: __9/4/15____ Content Area: __Math____ Lesson Topic: ______Polynomials and
Exponents_________
DOMAIN 3: ENVIRONMENT
APS 8: MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING
An effective teacher creates and maintains a classroom environment that encourages and supports
student learning.
A. What was the content of the lesson?
The content of the lesson was Adding and Subtracting Polynomials and Laws of Exponents.

B. Describe the physical environment of the classroom.


The physical environment of the classroom is always very clean. The teacher does not have desks for the
students. She has seven tables that seat four students each. The room is very spacious and organized.

C. What type of affective climate did the teacher create for the students?
The affective climate that the teacher creates for her students is a positive one. She encourages them to
participate everyday. She also is positive with her students even when they get problems wrong. There is
also a very affective environment because the teacher cares about how well the students are progress in
the class.

D.

In what ways did the teacher establish a culture of learning in the classroom (e.g., by facilitating
inquisitiveness, motivating to learn, cooperation, teamwork)?
The teacher establishes a culture of learning in the classroom in many ways. To name a few, she involves
the student at al times, she makes them work together in groups for a graded assignment, and she makes
them think about a problem before they speak. She motivates them to do their work as well.
APS 9: MANAGING THE CLASSROOM
An effective teacher maximizes instructional time by efficiently managing student behavior, instructional
routines and materials and essential non-instructional tasks.
A. What were the teachers expectations for student behavior? In what ways did the students
demonstrate that they understood the ways in which they were expected to behave? How did the
teacher address inappropriate student behaviors, if any, during the lesson?
The teacher expects the student to not talk while shes talking and to respect others in the classroom. The
students demonstrate this by staying on task. If they get off tasks, they listen to the teacher when she
gives them warnings. Inappropriate behaviors from students are dealt with by given warnings and
eventually a call home to their parents.

B. In what ways did the teacher maximize-or fail to maximize- instructional time?
The teacher maximizes the instructional time by over planning. The students always have work that needs
to be done; therefore, they have no excuse when they are talking.

C.

How did the teacher manage non-instructional routines and transitions between activities and/or
classes?
The teacher plans the lessons to where the transitions between activities and subjects are very smooth.
The students build off of each subject of math theyve learned previously.