Video Observation

Note taking Tool

Observers name: Chandler McAlister

Lesson observed:

Ellen DeWitt Narrative Writing

Purpose: To provide a framework for reflection and collaborative conversations about
teaching and learning.
Directions: Read over the guiding questions below. As you view the video, jot down notes
about what you see and hear. Note any examples or evidence to support answers to the
questions.
Student Engagement/Classroom
Involvement
1. How are students involved in the
lesson?
What is the extent of student
involvement?

2. Were there opportunities for

students to
ask questions? What kinds of
questions
were they asking?
How did the teacher help

Notes
Students turn and talk to their table group.
They are all given the chance to talk and
share this way.

You told students to raise their hand if they

had any questions. You asked if they all
understood before moving on. You gave them
opportunities to ask questions if confused.

students make connections to

what they were learning?

3. Describe the interaction in the

classroom.

Student Learning
1. What evidence do you see that
indicates student learning?
2. Was the learning outcome
explicitly conveyed to the
students?

Students are listening and facing forward.

They were interested to talk about the writing
prompt she gave them. Students are
respectful and excited to learn from Ms.
DeWitt.
Notes
Students are engaged and responsive. They
follow along and answer questions correctly.
They seemed to understand the lesson.
Today we will be learning the different parts
we need when we write a narrative story.

3. What evidence did you see that

the learning goals were achieved?
4. How did the teacher monitor
student progress?

Instruction
1. What is the teacher doing?
(Facilitating, lecturing, colearning, etc.)
2. How was content/concepts
presented to students? Was there
adequate explanation of the
concepts to ensure student
learning?

The teacher asked if everyone understood

before moving on to the next thing. She
monitored them when they wrote in their
graphic organizers and redirected when
needed.

The teacher has students talking at the

beginning. She models what she wants them
to do before having them do it on their own.
The teacher gave students an interesting
example of a narrative essay as an
engagement. Maybe ask them what they
liked about the essay instead of telling them
what you liked.
The teacher outlines the objective for the

students.

3. What kinds of questions did the

teacher ask?
What questions provided
opportunities for students to
explain, defend, compare,
evaluate?
Did the teacher wait for
responses? Probe for deeper
understanding?

Does anyone know what a setting is?

-Student responded with the specific setting
from that story. You did say, yes, that is a
setting. Give them more time to think about
what you are asking. Given another chance
the student would have known the answer.
They knew what it was when you probed for
it.
Overall, not a lot of questions were asked. I
would try to include more questions to
increase student participation through the
lesson.

4. What tasks are students doing?

Did the students have the
opportunity to practice their new
knowledge or skill? Did the

Students use a graphic organizer to organize

their thoughts before they write. Great McRel
strategy!

practice help support the learning

outcome?
5. How did the teacher manage the
learning environment?
(Procedures, securing attention,
time on task, etc)

She listened when they turned and talked.

The class was quiet and attentive and didnt
require much redirection. Her management
was great!

Feedback
3-2-1

3 Affirmations based on the observations and evidences above

1. Great use of a McREL strategy.
2. Loved the turn and talk activity at the beginning.
3. Excellent classroom management and engagement of students.

2 Questions for Consideration

1. I would consider asking more questions and allowing more student discussion
throughout the lesson.
2. I would also consider giving students more time to think and respond when
given questions.

1 Recommendation
1. Dont tell them that third graders may not have excellent punctuation. Hold
them to the highest standard. Make sure they aim for excellent, not just what
you think a 3rd grader can do.