Formal Observation

Intern: Kelsey Calton MT: Jessica Federico FI: Lakya Goss

School: Pleasant View Elem. Grade Level: 5 Content Area: ELA
Date: 02-09-2022 Time: 10:00-11:00
Observation Target:

Focus Things to Consider Observations & Notes

● Goals and objectives are

communicated clearly
● Selection of content considers district, ● Compare and contrast characters from the novel
Subjec
school curriculum guidelines, “Wonder” using a venn diagram
t
standards, etc. ● Intern attempts to go deep into the content by
Matter
● Content includes key core concepts, making connections between students’ personal
Conten
big ideas, information, skills, etc. experience, previous lesson content, etc.
t
● Discussions, activities and tasks ●
represent substantive, in-depth
treatment of content
Organi ● Evidence of preparation ● Reading with Miss C I can compare and contrast
zation ● Focused on lesson objectives the point of view of characters
● What was a major event that occurred between
different characters. Remember when I was using
different voices to make it interesting? Students
offered responses. Student: They were fighting.
● We’ve been doing a lot with comparing characters
traits and personalities. Today we will focus on
their point of view. Miss F did this with you last
week. We have been doing this a lot? What does
it mean to compare? When we are comparing
what are we figuring out? Student: similarities
and differences
● Definitions of compare and contrast are displayed
on the white board.
● Do you remember what we do with a Venn
Diagram? Student: the similarities you put them
in the compare circles and the differences are in
the middle. Suggestions: Show a Venn Diagram
● Intern: What are some things we can compare
and contrast? Student: feelings. How do you feel?
Bored. That’s your opinion and that’s okay.
Remember that feelings are valid and we don’t
joke about our feelings. What else can we
compare and contrast? It can be a lot of
things.Student: Things you like to do. Intern:
Interests. Right. Things we like to do. You could
even compare McDonalds and Wendys. If you
prefer,___ raise your hand. Peanut butter/Jelly
Time. Intern calls on students to give reasons for
their preference. Students offer responses.
Intern:” A lot of reasons. I like your evidence. It
sounds like you have lots of personal experience
Michigan State University | College of Education | Department of Teacher Education | 620 Farm Lane | East Lansing, MI 48824
 with this.”
● Student mentions that the ice cream machine at
Mcdonalds is always broken. Students agreed in
exclamation.
● Intern: Did we just compare or contrast? Did we
find similarities? Students said yes. Intern: did
we?
● Students recalled differences (there were no
similarities mentioned) . Intern starts a discussion
about similarities.
● On white board: POV Have you heard this word
before? Thumbs up or thumbs down.
● What do you think POV means? Ss offer responses
What else could it mean? A Ss said “sometimes
you can have a first, second, or third”. Intern:
that’s a great connection (intern explains
connection)
● Intern reviewed Ss responses. Definition of POV
on whiteboard: A way of thinking or feeling about
something.
● Conflict: students did a turn and talk. Intern
added ideas in the clouds surrounding conflict
(maybe students thought a conflict was
something you think because of the thinking
clouds on the slides. Intern showed a Flocabulary
video and at the end asked them if they liked the
Flocabulary videos and why.
● What are some conflicts happening in Wonder?
Students gave examples and the intern extended.
● Today the conflict we are focusing on…who was
with Auggie, who was by his side? It was (students
offered character names) Intern and Ss reviewed
what happened during the fight scene in the
book.
● Intern passes ou

● Holds interest of students

Studen ● Intern addresses students' concerns- ex.student
● Respectful towards students
t- found a paper on the floor with no name, a
● Provides positive feedback
Teache student asked about lunch time and another
● Redirection when necessary
r student asked about special time, suggestion:
● Encourages participation
Relatio post daily schedule so they can see it for
● Interacts with students
nship themselves.
● Shows enthusiasm

Michigan State University | College of Education | Department of Teacher Education | 620 Farm Lane | East Lansing, MI 48824
 ● What book are we reading next? The House on
● Questioning leads to critical thinking, Mango Street
exploration, and diverse responses ● This group will write about Eddie’s (one side of
Classro
● All students are encouraged to explain the venn diagram). The other groups will write
om
their thinking and provide evidence for about the POV of Auggie. Third group should find
Discou
claims similarities.
rse
● All students are encouraged to ask ● Groups talk and intern walks around and asks
questions questions while students write their responses on
sticky notes

Focus Things to Consider Comments

● Intern gives clear directions. Throughout the

● Clear directions given
lesson, she connected current with previous
● Used relevant teaching methods and
material. “We’ve been doing this” “We will do it
Teaching techniques
later”
Strategies ● Used a variety of teaching strategies
● Intern relates lesson to information that they
● Appropriate levels of challenge
were familiar with (and seemed to be interested
● Students are engaged in learning
in): fast food

● Accommodations and adaptations

are planned
● Teacher works with students who
● All children are treated as capable of learning,
Modificatio have IEPs, BIPs, etc. in an organized
and their capacities and strengths are focused
ns and professional way
on
● All children are treated as capable of
learning, and their capacities and
strengths are focused on
● Planning and teaching are informed
by ongoing assessments
● Planning and teaching are informed
● Thumbs up and thumbs down
by authentic formal assessments
Assessmen ● Intern read sticky notes that Ss posted on the
● Assessment tasks allow and require
t board on the Venn Diagram.
students to demonstrate their
● Intern asked discussion groups to share out.
genuine understanding, and/or
appropriate use of skills and
strategies
Classroom ● Classroom management strategies ● Peanut butter/Jelly
Manageme used match and support ● Don’t talk over them. Don’t interrupt yourself.
nt instructional goals Try: Silence and a look or stare
● Teacher fosters norms for social ● Time for special: Let’s see who’s ready. Ss line
interaction among students that up.
promote respect and cooperation
● Teacher uses multiple strategies to
manage student behavior and keep
students on task
● Teacher handles minor disruptive
Michigan State University | College of Education | Department of Teacher Education | 620 Farm Lane | East Lansing, MI 48824
 behavior in reasonable and
consistent ways
● You encourage classroom discourse
● I also noticed throughout the year, you really make an effort to relate the material to students
Successes in a way they would enjoy. You also asked students if they liked Flocabulry instead of making
assumptions.
● Positive teacher-student relationships

● Try not to interrupt yourself. Don’t talk over students during instruction.
Next Steps ● Make sure you follow through with your explanations.
● Pacing

Michigan State University | College of Education | Department of Teacher Education | 620 Farm Lane | East Lansing, MI 48824