BAKER COLLEGE STUDENT TEACHING

FORMAL OBSERVATION FORM—CANDIDATE REFLECTION

Student Teaching
Formal Observation
Candidate Reflection

Candidate: Nicholas Anderson UIN:

College Supervisor: Ed Bailey
District: GRPS School: Buchanan Elementary
Grade/s: 1 Subject/s: ALL – ELL
Cooperating
Debra Jager
Teacher/s:
Date: 02/09/2023 Time/Class Period: 10:15-11:15
Focus of Observation: Differentiated Lesson
1. As I reflect on the lesson, to what extent were students productively engaged?
Making Words is an activity my students have come to love and enjoy. I instructed this activity in the
past by having them manipulate with letters and then having them come to the teachers desk to form
the word on the projector. This lesson was tied to a digital component using seesaw. For those who
could not use scissors/glue they were assigned the activity in SeeSaw. All students would then use
SeeSaw to engage in the sort activity after making the words. The overall engagement was positive,
though there was some down time, they stayed active in the activity without having to use any
attention getters or “breaks”. I even used the lunch menu for the day to provide a real-world example
of long vowels that stretched beyond the lesson. They were engaged, and this was a successful lesson.

2. How do I know the students learned what I intended and that my instructional goals were met?
By walking around the room and observing the students work. As I read the words, they were
required to form the word. Once I checked the work they were able to write the word on the
worksheet and then we moved on. My formative was to assess what words students didn’t know
before this lesson, as well as a sort from the words they used focusing on alphabetical order,
long/short vowel sort, and a silly sort to allow them to have fun with the words.

3. Did I alter my goals or instructional plans as I taught the lesson? Why or why not?
No need to alter my goals. I would differentiate this lesson again with the digital component, or teach
the lesson with the digital component. I find that if students have something in their hands to work
with the level of engagement is great. If I could shave off some of the down time in between checking
the work and moving on to the next word I think that could help.
 4. If I had the opportunity to teach this lesson again to this same group of students, what would I do
differently? Why?
I needed to include a few more students with the digital component. That is probably the only thing I
would do differently. I wanted them to have a chance to practice handwriting after I checked their
work and had them write the word down. I could require those who are using the digital component
to also write the words down on the paper so they are not left out of handwriting practice. My main
reason I have them split like this is some are not able to be responsible with the glue and scissors
when the lesson calls for it.

Provide samples of student work on this assignment. This work should reflect the full range of
student ability in your class and include feedback you provided to the students.

Candidate Signature Date

Adapted from: Danielson, Charlotte and McGreal, Thomas (2009). Teacher Evaluation: To Enhance Professional Practice. ETS,
Princeton, New Jersey