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Towson University

Classroom Observation

Intern: Conor Scott Date: March 27, 2017

Time: 10am-10:45am
School: Halstead Academy Grade: Class
4th
Size: 20
Mentor: Susan Wilken Subject: English/Language Arts

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. I can find the theme of X
a story from details in the text. I can also summarize the text.

Lesson objective is worded in student terms. X
Formative assessment (teacher/student opening discussion on X
theme) and summative assessment (Students will summarize
poems to help them determine a theme for the story, Inside Out
and Back Again) are directly aligned with the objective.

Instructional materials are attractive and readily available. X
Comments: You planned a whole group lesson, and small group follow-up activities, that required the
students to demonstrate their ability to identify the genre of the different leveled reading materials,
and complete summaries of two poems using a graphic organizer. Each activity demonstrated your
ability to plan for this instructional period based on your knowledge of the MCCRS and BCPS reading
standards, and your students’ strengths.

Context for Learning
Students demonstrate adequate prior knowledge to be successful X
learners.

Grouping techniques are appropriate for intended learning. X
Comments: You started the instructional period with reviewing the students’ prior knowledge of
determining a theme of a story from the text details. Students brainstormed ideas on the theme for
Part 3 (Alabama) of the story, Inside Out and Back Again. Students presented their ideas and
successfully defended their thinking.

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: Students interacted, with you and each other, during the opening discussion of the main
story, as well as, with their small group reading material. A consistent sequence of lesson steps and
probing questions enabled the students to make connections between their own life experiences,
such as, a family member being gone (Inside Out and Back Again), or of them being personally ill
(Sneezes and Sniffles). The different discussions stimulated the students’ thinking as they formed
their own ideas while listening to the ideas of others.

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) NA
Instruction integrates the use of technology (as appropriate). X
Homework assignment is appropriate. NA
Comments: You provided a clear explanation of the learning expectation for the whole group and
small group activities. There was an appropriate balance between teacher-led inquiry and student-
centered involvement throughout the class period. Starting with the opening discussion, you asked
questions to further student inquiry to determine the theme of the story. Then, during the small
group activities, students were expected to work independently to either use details from the text to
summarize two poems, or to re-read a text to identify cause and effect. All of the instructional
activities were appropriate for the level of the students, and addressed their different learning styles
and needs.

Not
Observe
Assessing Student Learning/Differentiation Observe In d N
d Progress A

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

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: By the end of the instructional period, students had been given the opportunity to
practice independent reading and writing. The information from the students’ work will be used to
plan the next steps of instruction.

Summarizing the Lesson
Summary provides connections to past and/or future lessons. X
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments: It is clear that the students understand that today’s new learning will be tied into future
lessons as they continue to work towards answering the Essential Questions for the learning goal.

1. How do we build on what came before?
2. How can learning about the past help you understand the present?
3. How do the stories we choose to tell define or cultural and personal identities?

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: Students clearly understood the routines and procedures that you have established for
handling instructional materials and equipment, and your behavior and learning expectations.
Respect between you and the students, as well as between each other, was evident.

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: Throughout the whole and small group activities, you were patient and encouraged the
children to stretch their thinking. All discussion thoughts and answers were accepted which made
the children feel safe and valued, and willing to take a risk speaking up in class. That is a big
challenge in a fourth grade class!

Throughout the instructional period, it was clear that you understand the central concepts of the
English/Language Arts Grade 4 Reading Literature Standards (RL.4.2) and how to connect these
concepts to involve your students in critical thinking. You present the information in a clear,
confident manner and the students are moving towards attainment of the learning outcomes.