EDUC 5312-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: 18.04.2024 Observation Time: 10:05 A.M

Teacher Observed: Ms. Heba Subject/Grade Level: Grade 11

School Observed: Salahaldin International School Observer: Kubra Shanol Erden

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if
known)

Students will be able to define the steps of writing line chart response for an IELTS prompt.

2-How did the teacher begin and end the lesson?

The teacher began the lesson by orally stating the objectives.

The lesson ended with students work submission.

3-What did the teacher use for teaching materials or instructional aids/equipment?

The teacher used online assignments while conducting the class. She used different sample
writings for the students to evaluate.

4-Which instructional methods and strategies did the teacher use?

The lesson was nicely scaffolded. She used pre-taught knowledge. (I was able to deduce that
before this lesson, the students already worked on pie chart responses. So, they were aware of
some target vocabulary and useful phrases.)

At first, as a whole class, they interpreted the graphs and decided on the trends. Then, the teacher
provided them a poor sample with some wrong information stated in it. The students worked in
pairs to identify the problems relevant to graph interpretation in this essay. The teacher provided
feedback.

The teacher provided another graph. Again, as a whole class, the graph is interpreted. In small
groups, the students were asked to write an introduction for this response. (The students had
already worked on a similar introduction for pie charts before, so they were not unaware of the
procedures. Some students need reminders, and the teacher provided the relevant support.)
5-How did the teacher assess learning?

The teacher assessed the student responses to check for learning. Assumedly, she is also going to
evaluate the written responses.

6- What can you say about the teacher’s philosophy/beliefs and style? (Traditional,
progressive, behaviorist, student-centered vs. teacher-centered, authoritative, etc.)

I would not be able to name the style of the teacher with only one label. At times, the teacher was
authoritative when it comes to classroom management. However, the activities were student-
centered. The students worked independently but with strong supervision.

7-How does the teacher manage classroom? Can you identify classroom management
techniques used?

It was obvious that the teacher has classroom rules, and referred to them several times. She
rewards the students with bonus points; misbehavior is also dealt with point deduction. Bonus
points seemed to be very encouraging for the students. As for deduction though, no one opposed;
it seems to be a well-governed system that they follow for a long time.

8-Observe in the classroom setting and determine the types of behavior students play when
off-task. What do they do when they are not paying attention? How does the teacher re-
direct them or get them back on task?

There were students who did not want to exert the required effort while conducting the pair
work. They tend to chat in between. Nevertheless, the teacher used the time limit against those
students. She was not flexible with the time limit she provided; accordingly, the students had this
pressure that forced them to complete the task.

9-How does the teacher communicate with students (verbal, vocal, meta-verbal or non-verbal
communication such as facial, body language, use of space, motion and time?)

Verbal communication was definitely the dominating one. She was also using her face
expressions and body language.

10-Who were the students in the class? What did you notice about them? (Background,
diversity, attitude, motivation, interaction, participation, etc)

The students were a group of boys whose academics did not seem to be very well-grounded. The
grades are what motivates them. The students were Egyptians, most of whom come from similar
socio-economic background. If they are not well-controlled, misbehavior is inevitable.
11-What did you see that is effective in engaging students? What do you see that is
ineffective in keeping students engaged?

Offering different tasks and setting proper time limit. Moving from one task to the other, the
students did not get bored. As for the students who were not very interested, lime limit worked
really efficiently.

12-What are the two instructional strategies you observed and would like to apply in your
classroom?

The scaffolding steps were very useful and can be implemented in any writing session.

Following up with the time in this strict manner would also be a plus point.

13-What are two important classroom management strategies that you observed and would
like to apply in your classroom?

Bonus points seemed to me as a motivating power. However, I am not in favor of deducting

points. This punishment would not work in my own classroom and my student profile.