STUDENT TEACHER OBSERVATION BY FIELD INSTRUCTOR

WITH DOSSIER CHECK FOR EDUC 560

Preservice Teacher’s Name: Shiva Goli Date: 2018-04-12

Field Instructor’s Name: Elizabeth McNeilly Observation: 3 of 3
Grade/Subject: Grade 6 Math School: Huntington Hills ES
Based on the Teaching Quality Standard (Draft, 2016) competencies and indicators associated with this course.
PREPARING TO TEACH
EVIDENCE:
☒ Demonstrates the ability to plan collaboratively and individually to provide students with lessons that are meaningful and incrementally
progressive.
☒ Reflects on her/his instructional practices and incorporates reflection in instructional planning.
☒ Locates and incorporates material, resources and talents of other people in planning and instruction. (Consider a range of instructional
strategies including technology and the learning needs of students.)
☒ Demonstrates the ability to structure relevant concepts and skills that engage diverse learners.
☒ Demonstrates knowledge of relevant curriculum documents and resources.
☒ Engages in a variety of appropriate forms of assessment for learning, as learning, and of learning
OBSERVATIONS:

Lesson plan contains all essential elements.

Step-by-step plan shows teacher has envisioned what the lesson will look like.
Excellent visuals and manipulatives.
Assessment throughout.
Closure matches the lesson objective.
Add clean-up to your lesson plan since it is always time-consuming. (Sometimes it need to be quite explicit)

INSTRUCTIONAL STRATEGIES
EVIDENCE:
☒ Demonstrates a strong yet caring and respectful command of the classroom through voice and interaction with students.
☒ Uses instructional strategies to engage students in meaningful learning activities, based on a knowledge of how students develop as learners
and their prior knowledge
☒ Opens and closes lesson with clear lesson objective; assessment(s) matches lesson objective.
☒ Explanations and directions are clearly expressed and reiterated for students. Expectations are stated and modeled. Transitions are evident.
☒ Uses effective questioning techniques that employs higher order thinking skills such as evaluation and supporting with evidence; provides
wait time for students to process.
☒ Engages students with thought-provoking activities, effective grouping, and demonstrates appropriate pacing.
☒ Assesses students’ understanding throughout the lesson through formal and informal feedback, such as student self-assessment, graphic
organizers, and/or monitoring group conversations.
☒ Shows flexibility and the ability to adjust the lesson with the intention of meeting diverse learner needs.
OBSERVATIONS:

Teacher begins with a quick “How was recess?” because the snow is back. (teacher care)
Teacher introduces the topic of today and connects it to yesterday’s lesson. (clear objective; connects to prior knowledge)
Students give answers to show they understand 2-D shapes. (assessment)
Teacher transitions to 3-D shape. She has students identify the shapes. (assessment/prior knowledge)
She asks students to identify the vertices, faces, and edges. (student learning/assessment)
Teacher shows that students will be labelling the parts of a 3-D shapes (modeling)
Teacher has pre-selected groups for today (and tomorrow for the 3-D model) (peers thoughtfully chosen)
Teachers are given clear instructions on how to proceed, including not eating the marshmallows (clear directions)
Might want to have a student in the back repeat the directions.
Students are given supplies that are pre-prepared; toothpicks and marshmallows (teacher preparation)
Great hand-on activity for this age group (manipulatives for learning)
Teacher circles the class asking questions, answering questions, redirecting (scaffolding/class management)
Teacher has two teaching assistants work with grows that either struggle with the concepts or to stay on-task (scaffolding)
Teacher suggests to one group to take different shapes to make. She gives suggestions on how to be more efficient with their time. She insists that
they change strategies and begin filling in the chart (redirection/scaffolding) After teacher leaves, students discuss their new strategy.
At 11:41 teacher reminds students to find the faces, vertices, and edges because they are running out of time (time management)
E. McNeilly 2018
 When time is running short, teacher assists a group that is behind (time management)
Teacher gives a 2-minute warning but I’m not sure if all heard. Since your voice is small  and the class is absorbed in the task. Announce the
time twice, loud and clear.
11:51 a lot of the groups are finished or are finishing. “Except for the group in the back, everyone else cleanup. Teacher asks for the sheets to be
graded on her desk. Students begin cleaning up.
Teacher counts down but I’m not sure what for (a student was talking to me). Try making announcements twice.
12:56-7 Teacher begins exit slips. All materials are put away. (assessments)
Exit slip looks a little too easy; to match the objective, have them identify the cube and then tell the number of faces, vertices, and edges.
(assessment)
“Grade 6. Eyes on me.” Call on student names to get their attention. You need to demand their attention as they are your class at this point.
Excellent closure that matched the lesson objective. (assessment/closure) She lets them know what they will be doing tomorrow.
Students transition to lunch. Aha! This means you could keep them until they are totally quiet for you. They can “owe” you minutes.

FOLLOW-UP
Strengths of this lesson Areas to consider (1-2 is recommend)

Nicely organized lesson. I think it is great that your Let students know more often how much time they
lesson is planned out step-by-step and you are have so they adjust their pace accordingly when
visualizing what it will look like in the classroom. working in groups.

Excellent assessment throughout and thoughtful Make announcements twice.

pairing of students. You were able to circle the class
and redirect/reteach as needed.

DOSSIER
The Dossier can be virtual or in a binder or a combination of both. If you choose to make part or all of the Dossier virtual, you must negotiate this
with both the Partner Teacher and Field Experience Instructor and be willing to make all documents available at any time, in hard copy, at their
request.

Does the Field Experience Dossier include the following sections/information?

Teaching - lesson and unit plans, Student Teacher reflections on these, Partner Teacher notes and comments, Field Experience Instructor notes and
comments.

NOTES:

Excellent

COMMENTS
An excellent math lesson. I like that your lesson ran smoothly and that you anticipated many of the needs of your
students (their partners, supplies, clean-up, etc.) With experience, your time management will improve as you
anticipate time guzzlers such as clean-up. Your voice is stronger and your teacher presence is there. Well done. 

E. McNeilly 2018