EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: 3/31/17 Observation Time: 9:30-10:55

Teacher Observed: Garth Boldman Subject/Grade Level: APUSH 11th grade_____

School Observed: Harmony Science Academy Houston Observer: Kelly Burnham

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if
known, for example, TEKS

APUSH Standards 8.2III Broad Contextualization

APSUH Standards 8.3 I B and C for Immigration

Analyze court cases that support and oppose affirmative action

Discuss the impact of cultural figures of the 1960s

Describe contradictory and corroborating evidence relevant to 1960s culture

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

The teacher began the lesson by discussing the learning from previous content reviewed, then
connected it to todays lesson. He discussed concepts and themes related to the unit as these
were the topics from which the students were to select from for further research, as well as
respond to in their SAQs (Short answer question for AP test prep).

He progressed through a series of slides, one of which was a graphic grid (Chronological
reasoning chart) wherein he demonstrated by selecting one of the events in the Broad Context,
and responded to the how and why questions. Students were instructed to complete this for
homework.
3-What did the teacher use for teaching materials or instructional aids/equipment?

Projector for Power Point Presentation, SAQ handouts, Worksheet Packet

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

The teacher used discussion, cooperative (paired) learning, integration of technology and
questioning during instruction.

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

The teacher used formative assessment during the lesson by questioning individual students and
paired peers. He planned to evaluate the learning based upon answers to the intervention
worksheet and written student responses.

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

Mr. Boldman uses a student-centered approach to learning in his classroom and ostensibly
espouses constructivist theories of learning. When I first met him, a composite SS certified
teacher straight out of college, he told me he follows the gradual release model of instruction,
something I never heard outside of ELA circles, and I knew he had potential. He is extremely
organized and prepared, respecting the instructional time for student learning. He demonstrates
that he believes every student can learn, and monitors their progress routinely, analyzing
assessment data, and formative data along the way. He wants all students to succeed
academically, and wants those whom he knows will perform well to perform better, at the
commended level. He has his students take their materials to fire drills so that instruction can
carry on while attendance is being accounted for. He comes on Saturday for tutorials and Mock
AP exams. He sits with his students a lunch and talks with them while on duty, giving them the
sense that an adult male in their lives values time with them. He considers it his personal and
ethical responsibility to provide the highest level of quality instruction made equitably accessible
by all of his students. He never gives office referrals, but rather responds to behavioral incidents
directly with the students. He alerts the Dean of Students confidentially if he feels a student is
having emotional issues that are adversely impacting them academically or socially. He will
continue to grow as an educator no doubt.

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

Mr. Boldman manages classroom procedures by developing the routines with his students at the
beginning of the year, and giving reminders as needed (pick up instructional materials as you
enter the classroom then proceed to your desk). This preserves instructional time for learning
activities. He manages behavior by creating a rapport of mutual respect wherein students mostly
feel like members of a learning community. He speaks to them respectfully and they, in turn,
respond in kind. He is available until every question gets answered. The instructional activities
are designed for intellectual engagement by the students. They are involved in the discussions
and held accountable for the knowledge.

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?

I have observed this teacher numerous times over the last two years. Such value is placed on the
learning and instructional time that I do not recall quantitatively enough incidents of off task
behavior to give specific examples of when it ever interfered with the overall instruction.

If there are students talking off task or disengaged, he approaches in close proximity, states what
he is noticing, waits briefly for a behavioral response, then moves on.

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?)

Mr. Boldman uses a variety of communication methods during the course of instruction. His
eyes are always on the students to assess their facial reactions and see if content knowledge is
being transferred through the instructional delivery. He verbally responds to what he is noticing.
He uses the classroom space to constantly walk about (body language) and monitor student
engagement with instructional tasks and behavior. He uses facial expressions as a tool to convey
whether student questions or responses are acceptable, surprising, concerning, or impressive.

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

The students were all APUSH students who met the criteria for course selection (Pre-AP classes
in 9th & 10th grade with acceptable academic performance, met standards on previous district or
common assessments, PSAT scores). Students were of diverse cultural backgrounds (Hispanic,
Asian, African or African American, Non-Latino/White). There were a combination of male and
female students.

Students were motivated to learn as was evidenced in their attention to the learning tasks and
activities. They were interested in the content as was evidenced in their responses to, questions
about, and academic conversations with the teacher and peers. They actively engaged in
listening, discussion, and instructional activities with little to no off task talk or behavior.

11-What did you see that is effective in engaging students? What do you see that is
ineffective in keeping students engaged?
The instructional activities are designed for intellectual engagement with and by the students.
For example, the use of appropriate resources enable students to engage in the instructional
activities. The activities are designed for intellectual stimulation and challenge, requiring
students to be accountable for their learning by listening, reading, collaboratively discussing or
independently sharing out, and responding with output activities in the form of class discussions,
written products, and completion of instructional work (think) sheets with a variety of recall,
comprehension, and higher level questions incorporated. Students had to analyze, compare and
contrast, and produce written output based on the content and research, all of which required
their cognitive focus and attention to the tasks.

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

I have used the instructional strategies I observed in this particular classroom. I did learn
something, however, from how the teacher continued to recall both the broad contextualization to
the narrower events when responding to student questions, pointing them toward the knowledge
of how and why these events occurred. Regardless of my level of teaching, an area I always
learn from is how a teacher scaffolds questions and responses in order to get the students to think
for themselves and arrive at their own conclusions.

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

Mr. Boldman would speak over the students to generate a pause response, and gave reminders
about the topic or tasks he felt they needed to know in proceeding. He did not stop if all students
werent listening, respecting that some were continuing on uninterrupted in their thought
processes. In this way, he didnt draw attention to their lack of attention as behavioral defiance,
but respected their pursuit of completing a thought and delivering his message, at the same time,
to students for whom it was important to receive the reminder.

At one point he did point out to two students what seemed to him like off task behavior,
allowing them to consider this, then after they re-engaged in the learning task, he promptly
continued discussing the content with them and other peer pairs.