Field Experience: Observation Form

Methods and Materials Atlanta Public Schools ESOL Endorsement 2012-2013 Your Name: Daphne Snowden Teacher: Teacher 2 Date of Observation: 4/19/13 School: Slater Elementary Start Time: 8:40AM End Time: 9:10AM Subject: Math - Geometry Grade Level: 5th Number of Students in Class: 16 Class Profile: Teacher-centered * Note any unusual circumstances that might affect this lesson. Describe teachers introduction of lesson (goals stated, method of setting context, readiness of materials/equipment, etc.)

In this lesson, students were engaged through a series of review questions. Instead of Teacher 2 modeling and explaining each step to students, this time students walked Teacher 2 through each problem by telling him what to do at each step of the equation. Teacher 2 was able to immediately assess and address misconceptions based on what student responses/instructions were. Teacher 2 used the promethean board to model how to work through each equation while students worked the same problems at their desks. A grid paper flipchart was displayed and used to demonstrate geometric shapes and their measurements. Teacher 2 used direct instruction to review concepts in geometry that had already been taught. Peer review was also utilized during instruction for cooperative learning and to help promote clarity for students and to improve conceptualization. The promethean board was used to model for students and to correct any misconceptions students still had about the concepts. The majority of students were on task and very attentive. There were a few who were talkative and werent paying attention, but it did not take long for Teacher 2 to get students back on track. Teacher 2 assessed students understanding by having them walk him through the mathematical processes step by step, by observing students work, and by asking questions. It was evident that Teacher 2 was very knowledgeable of the content area being taught. The strategies used were tactful and effective in that

Describe instructional strategies (direct instruction, independent seatwork, questioning, discussion, experimental, project-based, reading, etc.). Include any use of technology, resources, materials. Describe the reactions of students to this lesson (level of engagement, level of interest, etc.). How did the teacher assess student understanding?

List specific strengths observed during this lesson.

they pinpointed the weak areas and the misconceptions of students and allowed for immediate feedback. Students were actively engaged in the lesson. The lesson was seemingly a success in that the majority of students displayed clear conceptual understanding based on the results of their independent practice. Suggestions for improvement Although it was a review lesson, I would still encourage based on observation of this more small group/independent activities, giving students lesson and course an opportunity to show what they know by working the knowledge. problems out themselves. Additional comments from My entire class took a fieldtrip to see this lesson, and post observation dialogue during our post observation debriefing, my students with mentor or teacher expressed how much they enjoyed the lesson, and they observed. wanted to do some of the activities Teacher 2 had already done with his 5th grade classes based on the work they pointed out that was displayed on his bulletin boards in the class. So, not only did I leave with great strategies, but I also got several wonderful activities that were in alignment with what we were studying because my 3rd grade class was on geometry as well.

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T e a c h e r O b s e rv e d /D a te

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T e a c h e r O b s e r v in g / D a t e

Daphne N. Snowden Methods & Materials Observation 2 Summary March 19, 2013

Teacher Observation 2
In this lesson, students were engaged through a series of review questions. Instead of Teacher 2 modeling and explaining each step to students, this time students walked Teacher 2 through each problem by telling him what to do at each step of the equation. Teacher 2 was able to immediately assess and address misconceptions based on what student responses/instructions were. Teacher 2 used the promethean board to model how to work through each equation while students worked the same problems at their desks. A grid paper flipchart was displayed and used to demonstrate geometric shapes and their measurements. Teacher 2 used direct instruction to review concepts in geometry that had already been taught. Peer review was also utilized during instruction for cooperative learning and to help promote clarity for students and to improve conceptualization. The promethean board was used to model for students and to correct any misconceptions students still had about the concepts. The majority of students were on task and very attentive. There were a few who were talkative and werent paying attention, but it did not take long for Teacher 2 to get students back on track. Teacher 2 assessed students understanding by having them walk him through the mathematical processes step by step, by observing stude nts work, and by asking questions. It was evident that Teacher 2 was very knowledgeable of the content area being taught. The strategies used were tactful and effective in that

they pinpointed the weak areas and the misconceptions of students and allowed for immediate feedback. Students were actively engaged in the lesson. The lesson was seemingly a success in that the majority of students displayed clear conceptual understanding based on the results of their independent practice. Although it was a review lesson, I would still encourage more small group/independent activities, giving students an opportunity to show what they know by working the problems out themselves. My entire class took a fieldtrip to see this lesson, and during our post observation debriefing, my students expressed how much they enjoyed the lesson, and they wanted to do some of the activities Teacher 2 had already done with his 5th grade classes based on the work they pointed out that was displayed on his bulletin boards in the class. So, not only did I leave with great strategies, but I also got several wonderful activities that were in alignment with what we were studying because my 3rd grade class was on geometry as well.