ENG 106

Classroom Observation

Instructor: Jessica Jacobs Class/section: ENG 106

Observer: Dr. Kendall Leon Date: 3/30/2011

5 outstanding
4 good
3 competent
2 needs improvement
1 poor
Overall rating for this observation: 5

Goals for the class

5 4 3 2 1 are clearly expressed
5 4 3 2 1 clearly contributed to the long range goals for the course

Comments: All of the activities, and the assignment itself, meets first year
writing goals: development of visual rhetoric techniques for analysis and
production; and giving and receiving peer feedback for revision.

Classroom activities [List observed classroom activities (i.e.

discussion, small group, writing, quiz, peer writing group)]
5 4 3 2 1 relate clearly to goals of the course
5 4 3 2 1 help students achieve the goal of the class period
5 4 3 2 1 are appropriate to student ability
5 4 3 2 1 demonstrate effective pacing for student learning

Comments: Ms. Jacobs began the class with an in class writing. The prompt
was a visual image of soldiers in a rundown area with some nuns walking
through. She asked the students to write what they noticed in the image and
then to compose what narrative they imagined for the image. The purpose of
the in class writing was to get them thinking about telling a story based on
images, which prepares them for their current assignment (a visual literacy
autobiography). Ms. Jacobs followed up the in class writing with a discussion,
asking students about the narratives they imagined. In this regard, she did a
great job describing how they were interpreting the image (i.e. so you are
bringing in past experiences to your interpretation), and building on student
input to pose additional questions. She also really honed on the visual design
of the image (i.e. what is so arresting about black and white images?). She
also contextualized the images, including a brief discussion on criticism by R.
Barthes. In this moment, she introduced elements of images (studium and
punctum). Then, she connected it to the rough drafts of their visual stories.
Next, the students were placed into groups, considering the elements of
images that Barthes described, to do a peer response on their visual

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narratives. To keep the students on the proper pacing for the activity, Ms.
Jacobs would walk around the room, announcing when they should be
switching to their peer’s computer station to start the next review. Ms.
Jacobs ended class with homework and a reminder of the final due date.
Classroom environment
5 4 3 2 1 responds effectively to the events occurring in the
environment
5 4 3 2 1 opportunities and challenges presented by the physical
environment are dealt with effectively
5 4 3 2 1 deals effectively with the environment created by the students
5 4 3 2 1 available materials are used productively in relation to learning
goals

Comments: Ms. Jacobs’s class was dependant on a powerpoint; however,

the bulb was blown in the projector. Fortunately, Ms. Jacobs had the
powerpoint and all of her materials uploaded to blackboard so students could
access the materials on their computers. In the meantime, she quickly
accessed the IT help. Within 5 minutes they had the class relocated to
another lab. She also adapted the lesson plan for the day given the 5 minute
loss. During the in class writing she went to check the other lab to ensure
that no students were left in the original classroom (which there were). The
lesson involved Ms. Jacobs utilizing a powerpoint and a visual image at the
instructor station to convey information to the students. The students then
utilized their computer stations to work in small groups, reviewing each
other’s visual narratives. The students had their visual narratives
downloaded at different stations, so to do the review, they had to move to
different computer stations. This encouraged an active movement to the
class—I think it kept students awake and focused (which could be difficult to
do in these computer classes with dim lighting and no windows).

Students
5 4 3 2 1 are involved in the activities of the class
5 4 3 2 1 are respectful of the teacher and the classroom environment

Comments: Students were actively engaged in the class discussion, as well

as in the peer review activity. They appeared to be very enthusiastic about
the project and the work they had accomplished; they were eager to share
with their peers and Ms. Jacobs.

Instructor
5 4 3 2 1 presents her/himself as helping students achieve the goals for
the course/class
5 4 3 2 1 presents accurate and reliable information
5 4 3 2 1 speaks so that all can hear
5 4 3 2 1 makes eye contact with the students
5 4 3 2 1 encourages questions and discussion

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5 4 3 2 1 responds to questions and comments effectively and consistently
5 4 3 2 1 provides closure for the day’s lesson

Comments: Ms. Jacobs excels at facilitating class discussion. One technique

she uses is to draw upon students’ knowledge and writing work as the
material for discussion. For example to illustrate one of Barthes’s points
about punctum in an image, she asked a student to share about a revision
she had made to her visual narrative that demonstrates punctum. Another
technique she utilizes is walking around the classroom during the peer
review, facilitating the responses from the students to each other.

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Strengths of the class session:
Good inclusion of visual theory to inform the class activity. The in class
writing really connected to the goal of the class that day (to get students to
take the next step in their visual design by considering punctum). It is
apparent that Ms. Jacobs designed this activity because she noticed that
students did not have this element thus far in their drafts; therefore, she
designed a lesson plan to address this for the whole class, and she gave the
students language for understanding this revision. Students were all working
on the class activity. Ms Jacobs makes herself available for guidance and
assistance during peer and individual work in a manner that facilitates
student learning. Based on the assignments I saw, students created really
complex and well planned visual narratives—I was quite impressed with the
projects.

Suggestions for improvement:

One consideration: use either a bigger or clearer font—the cursive was hard
to read from far away.

Follow up meeting to discuss observation:

Notes/comments:

__________________________________
Signature of observer

__________________________________
Signature of instructor