EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: March 21, 2017, Observation Time: One Hour Class Period

Teacher Observed: Mrs. Lindo Subject/Grade Level: Grade 6, Science

School Observed: SST-Advancement Observer:

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if
known, for example, TEKS 111.4. Grade 2.b.)

Understand how Earth is dynamic and how moving plates form ocean basins, mountain ranges,
islands, volcanoes, and earthquakes

Identify the three general categories of plate boundaries recognized by scientists: convergent,
divergent, and transform

Understand how the theory of plate tectonics was developed and supported 2-How did the
teacher begin and end the lesson?

The teacher started with the bell ringer pass out a worksheet about world map. After, she showed
media recourse about Tectonic Plates, Earthquakes, and Volcanoes. Then she asked question
students for their ideas about why it changes? She wrote on the board e term plate tectonic on the
board and asked anyone has heard of this theory before. She took some notes about students
answer. Then, she presented a video about the locations of earthquakes around the world using
the tectonic plates, earthquakes, and volcanoes. Afterward, she asked students what you notice
about the distribution of earthquakes? What do you notice about the distribution of volcanoes?
A couple of students did raise their hands to be a volunteer. After, students explanation, she
showed a quick video about introduction tectonic plates, earthquakes, and volcanoes. Next, she
asked the same question again students, however a lot of students raise their hands to be
volunteer answer the questions. Mrs. Lindo before the class put the box every group. She asked
the students open the box and cut out the continents their worksheet and ask how they fit
together at the same time, she showed flash video on the smart board and interactive game.
Students enjoyed this game they learned about the different types of boundaries. During this
activity, Lindo requested to the students to write the definitions in their own words but to use the
textbooks. She demonstrated interactive video about the plate tectonic theory, at the same time
asked the students she asked the students write a list of relevant vocabulary words in their
science journal. Mrs. what the Plate Tectonic Theory is. Then she showed on the board students
previous answers. The teacher asked, Who has an idea about this? The usual three students
offer comments. The teacher calls on students to read paragraphs about the tectonic plates even
those who dont initially volunteer. Also, she did call them to answer. After reading the paragraph
the teacher asking students the questions, a couple of students tried to answer and some tried to
find the answer by reading it. The teacher may call names instead of get an answer from students
randomly. The teacher had them do experiment with 2 layers while she is talking about tectonic
plates, and she explained to them what they are supposed to do, but it seems that students
couldn't get it because they did not start until the teacher is helping them.

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

The teacher was really good at the use of Smartboard with flash video and interactive game. She
used her desktop, projector, textbook.

4- Which instructional methods and strategies did the teacher use? (Lecture, inquiry,
discovery learning, discussions, games or simulations, demonstrations, cooperative learning,
integration of technology, creative questioning, etc)

Mrs. Lindo used discovery learning method at the beginning ask a question about the topic and
she tried to students find answers their self with interactive videos and game. Also, she used
hands-on activities with worksheets. She used a small lecturing part when the students read the
textbook. Mrs. Lindo demonstrated plate tectonic with experiment. Generally, technology was
directly integrated into the class and students were motivated and actively engaged in their
learning process

5-How did the teacher assess learning? (informal, formal, formative, summative, oral, open-
ended, quiz, feedback etc) See Chapter 8 for more information on assessment methods

Mrs. Lindo generally used formative techniques. She monitors student learning during the
learning process. Students solved those questions and teacher was always mobile to help kids
turning around them. And always loudly rephrasing the questions raised in the classroom with
showing the appropriate page on the smart board.

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

Unlike the most of the science teachers, she was using a student-centered method more than the
traditional teacher-centered method. Students were always active and engaged, the classroom
management was obviously successful.

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

The class was all engaged and students were very busy with their hand out paper sheets and
questions. Everything was clearly posted on boards, directions were given clearly, and students
were kept busy with a task. The teacher was using the body language and tone of voice
effectively with his loud voice. There was a minimal lecturing so children were not bored

8-Observe in the classroom setting and determine 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 a few students playing with their pencils, while the teacher was mobile and she was
immediately warning those with a quick question related to the task to the student by calling the
name. This method helps to pay attention to the content

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?)

The teacher was always keeping eye contact with students and verbally introducing the content
she was monitoring student learning during the learning process. She used communication-based
on body language, facial structure, and motion.

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

There were 17 students, 10 of them were girls and rests were boys. They sat group by group. The
students were sat based on a seating chart. Teacher selected less interested students in front close
to her desk. In fact, there were some less motivated students on the door side teacher was keep
touring around them to keep those awake. I saw some ESL students were sat front side. The
teacher was speaking slowly sometimes and rephrasing her sentence again one more time.

11-What did you see that is effective in engaging students? What do you see that is
ineffective in keeping students engaged?

Regarding the effectiveness; Class started with a printed worksheet, the smart board used
actively with interactive videos and game, the teacher was always mobile to keep the interest in
attention level high, using different styles at a time, and more questioning to make them thinking
critically.

Regarding the ineffectiveness; the teacher has a very short wait time and needs to give more
opportunity to students to answer questions. She needs to adopt some good questioning technics,
make students think critically

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

One of the instructional strategies I observed in Mrs. Lindos class was integrating technology,
discussing strategies and note-taking. The teacher was waiting for students to take their notes
and teacher always mentioned them take their notes. I liked when she starting lesson asked
students their opinion about the topic and she respected their opinion. She demonstrated
interactive video about the plate tectonic theory, at the same time asked the students what the
Plate Tectonic Theory is. Then she showed on the board students previous answers
13-What are two important classroom management strategies that you observed and would
like to apply in your classroom?

There was a weekly plan posted on the left wall board of the classroom. Also, weekly Homework
was on the board this means that students can easily email and ask questions to the teacher about
homework. In additionally, all objectives were on the board. Mrs. Lindo was fair to all in the
classroom and called almost all students by their names during class. She tried to communicate
with all students