Towson University

Classroom Observation
Intern: Meghan Grammer

Date: 3/31/2016
Time: 10:35-11:35
Class
Grade: 4th
Size: 20

School: Jarrettsville Elementary School

Mentor: Danielle Mooney

Subject: Reading

Planning

Lesson is aligned with appropriate content standard and indicator.

Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.
Lesson objective is worded in student terms.
Formative assessment is directly aligned with the objective.
Instructional materials are attractive and readily available.

Observed

In
Progres
s

Not
Observe
d

N
A

Comments:
The objective for the lesson was "We will refer to details in a text when explaining what the text says and when drawing inferences
from the text." Ms. Grammer's knowledge of content and her students as well as the objective and resources used resulted in a very
coherent lesson. Instruction was sequenced to maximize student learning, and differentiation was used to meet the needs of all
students. The classroom is warm and inviting. It is arranged to accommodate different learning activities, i.e., whole group, small
groups, partner work, etc. The physical environment is totally aligned with the learning activities.

Context for Learning

Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

Comments:
Ms. Grammer used higher level thinking - making inferences- to deepen student understanding of the text. She defined making an
inference as "reading between the lines" and motivated the students with an engaging activity with real life connections to
reintroduce and encourage proper application of the skill. Students confirmed that one needs both text and schema to make an
inference. Ms. Grammer quizzed the students skill levels by asking what is needed in order to make an inference. Students
confirmed that one needs both text and schema to make an inference. In response to her question of why they are encouraged to
make inferences, students said it encourages them to think and understand what they are reading.

Motivation for Learning

Connections are made between students experiences and the new learning.
Strategies are used to promote excitement and stimulate thinking.
Positive reinforcement is used when appropriate.

Comments:
As previously stated, Ms. Grammer had students make connections from previous learning about inferencing to reintroduce the
skill. Positive behavior is reinforced at all times. Ms. Grammer used higher-level thinking questions throughout the lesson.
Furthermore, Ms. Grammer successfully utilized the school-wide behavior plan to encourage, motivate, and promote positive
behavior within the classroom.

Implementing the Lesson

An appropriate review/drill/warm-up/motivation is conducted.

Objective is posted, shared with students, discussed and clarified as needed.
Instructional activities are meaningful and relate to the objective.
Instructional activities are appropriately sequenced.
Instructional activities are varied to address different learning styles.
There is a balance between teacher-directed and student-centered learning
experiences.
Students are actively engaged during instruction.
Teacher/student modeling sequence is appropriate to intended learning.
Expectations/standards for student work are clearly communicated.
Class begins and ends on time.
Pacing is appropriate and adjusted based on student feedback.
Transitions between activities are efficient and effective.
Levels of questions are varied and support the objective.
Content is accurate.
Instruction makes cross-curricular connections (as appropriate)
Instruction integrates the use of technology (as appropriate).
Homework assignment is appropriate.

Comments:
The lesson was student centered. It was apparent that the lesson evolved around student responses to questions and conclusions
drawn from activities. Ms. Grammer used a motivational activity of making inferences of someone by items found in their trash.
This activity resulted in the students drawing the conclusion that inferences are based on observation - what you see. They then
applied it to reading and said that one could envision things while reading. This was a very motivational activity, and it captured
and engaged all of the students. Ms. Grammer uses expression and vivid language when addressing her students, which also
promotes student motivation and engagement. Ms. Grammer's knowledge of content and her students, as well as the outcome and
resources used, resulted in a very coherent lesson. Instruction was sequenced to maximize student learning, and differentiation
was used to meet the needs of all students. She uses student responses to questions to deepen student understanding. Students will
then extend the discussion, promoting enrichment of the content. Students are also encouraged to challenge one another's
thinking. All students were intellectually engaged in the lesson. At the end of the lesson they were given an opportunity to reflect
and complete a closure activity to demonstrate their understanding. Ms. Grammer is intent on her students during the entire
lesson. She is "reading the room" to ascertain how the students are responding and understanding the lesson she is presenting.
The lesson allows opportunities for the students to interact with a partner, in a group and work independently. Ms. Grammer
capitalizes on all of these opportunities to monitor their learning. Additionally, the closure and reflection activity was an excellent
way to demonstrate their learning, self-assess and gather data.

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions.
Informal assessment strategies are utilized throughout the lesson.
Instruction is adjusted based on informal assessments of student understanding.
Instructional modifications (interventions/enrichment) are provided and based on
needs of students.
Students practice new learning independently.
Formative assessment is completed during the class period.
Future instructional planning is based on formative data (Post observation
discussion).

Observed

In
Progress

Not
Observed

N
A

Comments:
Ms. Grammer over plans her lessons in order to have a backup should she need to adjust the lesson or change mid-course based on
the feedback of her students. Her interaction with her students allow for teachable moments, which she takes full advantage of. In
order to do this, Ms. Grammer reads the room" to ascertain how the students are responding and understanding the lesson she is
presenting. The lesson allows opportunities for the students to interact with a partner, in a group and work independently. Ms.
Grammer capitalizes on all of these opportunities to monitor their learning. In addition to this, the assessment at the end of the
lesson was differentiated to give the student choice. One was a picture with the question, "What can you tell me about the people in
this photograph?" and the other was a descriptive sentence with the question, "How is Carlos feeling?" This appeals to differing
learning styles. Students were then able to self-evaluate by checking 1) I can make an inference, 2) I still need help to make an
inference, or 3) I am not able to make an inference on my own. The closure and reflection activity was an excellent way to
demonstrate their learning, self-assess and gather data.

Summarizing the Lesson

Summary provides connections to past and/or future lessons.
Students demonstrate, reflect and evaluate attainment of the objective.

Comments:
The closure and reflection activity was an excellent way to demonstrate their learning, self-assess, and gather data.

Classroom Management
Student behavior is managed effectively.
A positive and supportive atmosphere is maintained.
Classroom routines and procedures are evident.
Appropriate feedback and reinforcement are used consistently.
Instructional space, equipment, and materials are organized.

Comments:
Routines and procedures have been established, are in place, and followed. Students know that expectations are high, and they are
diligent in their efforts to consistently meet their goals. Transitions are seamless and no instructional time is lost. Positive behavior
is reinforced at all times. Students understand the school wide behavior plan and why it is necessary. There was no misbehavior in
the classroom. The classroom is arranged to accommodate different learning activities, i.e., whole group, small groups, partner
work, etc. The physical environment is organized and aligned with the learning activities.

Professionalism
The intern uses correct English.
The intern demonstrates knowledge of instructional strategies.
The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.
All written materials are clear and legible.
The intern uses a clear voice, which is appropriately adjusted in volume and
inflection.
The intern uses non-verbal communication effectively.

Comments:
Ms. Grammer has a wonderful rapport with students. She communicates with her students effectively in a kind and sensitive
manner. All materials are appropriate, clear, and legible.