Rtop Observation Protocol 4

DATE__
10/23/15_________________OBSERVER:____Nicole Rede
_
CAMPUS:__Loretto Academy Elementary School CLASS:__Mrs. Gonzalez____
GRADE LEVEL[S]:________2nd ______BEGINNING TIME: __8:10 a.m.___ENDING TIME: 3:30 p.m.__
CONTENT TOPIC[S]:__Religion, Math, Language Arts, Science, & Social Studies _____________________
PURPOSE/OBJECTIVES:_Having students understand the religion topic of the day as well being able to
relate to it, understanding adding & subtracting two digit numbers, being able to spell big words,
understanding the concepts of the states of matter, and understanding the branches of government.
INTENDED OUTCOMES:__Checking to see if the students are able to relate self-to-text, comprehend
addition & subtraction, checking multi-syllable words, for the students to identify & explain the states of matter,
and to identify and know the branches of government.
# OF STUDENTS: _14____ # MALE STUDENTS:____7_____# FEMALE STUDENTS:_____7______
OBSERVATION PROTOCOL
(You may expand cells and & space provided as needed; responses should not be governed by space provided)
Engagement:
Introduction
Makes Connections
Assesses Prior Knowledge
DESCRIPTION
CenteredIndividual Instruction: Student
CenteredGroup Instruction: Student
CONTENT
Teacher CenteredDirect Instruction:
CHARACTERISTICS
DURATION
(minutes)
TASK
TOOLS
STRATEGIES
The teacher
walks around
the classroom,
speaking loudly
and clearly to
make sure that
the students
doing what they
need to be
doing.
The teacher
explains the
topic of
religion by
using self-totext
relations. For
math she has
posters up
with steps on
how to add
& subtract.
The teacher
says the
word in full,
in syllables,
in a
sentence, and
the full word
again. The
teacher uses
a booklet for
science
terms. She
uses a
textbook and
reading book
for social
studies.
The teacher uses

self-to-text relations
that will help them
understand the
message of the
Bible. She goes over
the posters to have
the student
understand the
concepts. She
makes connections
by using
connections that the
students are familiar
with. The teacher
starts off by asking
if the students know
the difference
between and the
relationship
between the states
of matter. She also
mentions the
branches then asks
if they remember
what they are and
what they do.
45 minutes to
an hour each
subject.
DATE__
_
Exploration:
Nature of Activity
Critical Thinking
Purposeful Talk
For religion the

students need to
be able to
explain and tell
what they will
do to follow
Gods
commandments.
For math not
only do they do
the work but
they need to
explain how
they got their
answer for each
problem. They
also needed to
draw a picture
to go with the
problem. For the
spelling words
the students
needed to write
paragraphs
about each
word. The
students then
conduct an
experiment for
the states of
matter and how
they all relate to
one another.
Then they fill
out the
worksheet on
the branches of
government.
The teacher
used the
SmartBoard
to post the
message on
the board,
while each
student had
to write on
the board
their goals
for following
Gods
commandme
nts. The
posters and
worksheets
were used
effectively
for math as
well as the
visuals the
students
need to
create. For
the spelling
words the
teacher just
goes over the
meaning and
allows the
students to
work
independentl
y. An ice
cube, a
frying pan,
and a heating
pan were
needed to
show the
relations
states of
matter.
While the
worksheets
seemed to
make
connections
for the
The teacher had the

religion book posted
for the students to
see the
commandments
with pictures. She
would have to
students do the
problem and then go
over it together and
have a few students
show their
drawings. With
spelling, she just
orally gave them the
words and also
wrote them down on
the white board so
that the students
could get idea then
write their
paragraph. For
science the
experiment was to
have an ice cube
represent a solid,
put it in the pan to
heat, which led to a
liquid, then left the
heat on high and
caused the liquid to
become a gas
(condensation). The
worksheets on the
branches of
government was
helpful.
45 minutes to
an hour each
subject.
DATE__
_
Explanation:
Nature of Activity
Critical Thinking
Purposeful Talk
Elaboration:
Nature of Activity
Critical Thinking
Purposeful Talk
Evaluation:
Assessment
Checking for Understanding
Critical Thinking/ Writing
For all of the

subjects the
teacher
explained
everything three
times. And if
they still didnt
understand
something, she
would help
them
individually.
The teacher reenforces the
main ideas of
the subjects and
does an
evaluation of
the whole class
to make sure
that they learned
the material. If
not she would
evaluate what
she can do to
explain better.
The teacher
assesses the
students by
seeing what
they remember
from what the
activities they
did.
students with
social
studies.
The teacher
would use
visuals and
different
types of
situations.
In using those tools,

this was helping the
students to
comprehend the
content being
presented.
The teacher
would use
visuals and
different
types of
situations.
The teacher uses the

before, during, and
after question
strategy. This helps
the students to
become more
engaged.
The teacher
uses visual
aides to see
if the
students can
explain what
it is and how
they
remember
the
information.
The teacher uses the

before, during, and
after question
strategy. This helps
the students to
become more
engaged. She also
gave a posttest just
to see what exactly
the students
remembered.
45 minutes to
an hour each
subject.
45 minutes to
an hour each
subject.
45 minutes to
an hour each
subject.
DATE__
_
Power Zone Description: The teacher would walk around the room throughout each and every lesson that was being taught.
[can include drawing of classroom]
Prayer
Table
Reading Center
Teacher Desk
Student Behaviors [Generally]:

Students Talk to Teacher Only
Students Talk to Each Other
Disengaged - Off Task
Engaged On Task
Looking for correct answers/concrete thinking
Abstract/Critical Thinking/Reflection
Teacher Role [Generally]:

Source of Knowledge
Facilitator
Closed-Ended Questioning
Open-Ended Questioning
Teacher Talks
Students Talk [Purposeful]
DATE__
_
Reflections and Interpretations (you may increase space provided for answering):
1. Overall, what happened during the classroom observation? For example, what stage of 5-E Model was
the teacher using and how effective was its implementation?
a. Overall the observation went great, I really learned a lot. Mrs. Gonzalez mainly uses the
Exploration of the 5-E Model, because she would ask open-ended questions to the students while
explaining new topics. For religion I think the text-to-self strategy was good to actually see what
types of goals the students will give themselves, for math having them draw pictures was helpful,
as for the spelling words, she was very clear, loud, and helpful by giving some hints but not a lot,
the experiments for science were great visual aids, and the pictures for social studies.
2. What didnt happen? For example, did students grasp or not grasp the lesson?
a. Actually I found the students to be very engaged in the lessons, the only thing that they didnt
really seem excited about was the worksheets. But they all seemed to be comprehending the
material very well. I will continue to say that this group seemed like a very advanced group,
especially since they are attending Loretto Academy which provides an advanced education.
3. What are some alternative ways the instructor might have handled the lesson/questions/situations
differently?
a. I think that Mrs. Gonzalez couldve not given the students a handout on the social studies part. I
think that the worksheet doesnt engage the students as much as it should.
4. Characterize the students and their attitudes/dispositions toward the subject matter and the teacher.
a. The students attitudes today seemed less enthusiastic as usual to learn. But their faces would still
light up when they knew an answer to something.
5. Was there any notable non-verbal behavior [all behavior is a form of communication]?
a. No, all of the students were engaging in what they were learning at that moment. This time
around I saw a couple of students that seemed a bit frustrated, because they finished before
everyone else.
6. Were there any surprises or concerns related to content goals and teaching practice expectations?
a. Yes, for only being 2nd graders they were very well spoken. They all read perfectly as well as
catch on quickly to the lessons.
DATE__
_

Rtop Observation Protocol 4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rtop Observation Protocol 4

Uploaded by

Copyright:

Available Formats

DATE__

Assesses Prior Knowledge

CenteredGroup Instruction: Student

The teacher uses

For religion the

The teacher had the

Checking for Understanding

Critical Thinking/ Writing

For all of the

In using those tools,

The teacher uses the

The teacher uses the

Student Behaviors [Generally]:

Students Talk to Each Other

Disengaged - Off Task

Looking for correct answers/concrete thinking

Teacher Role [Generally]:

Students Talk [Purposeful]

You might also like